This paper outlines an integrated delivery model which has been a key ingredient in the success of literacy and numeracy training for local Indigenous people in Tennant Creek in the Northern Territory of Australia. It offers a detailed description of the evolution and implementation of a very successful programme which optimised educational outcomes for local Indigenous people. It illustrates the approach taken by two teachers, working closely together to transition disenfranchised Indigenous learners from an entry level class to more intensive delivery modes. It will showcase proven methodologies in attracting, mentoring and sustaining the interest of adults who were previously disengaged from education. Due to the positive outcomes that have been achieved, students exiting literacy and numeracy training have been more confident in pursuing pathways to further education and training in vocational areas as well as in accessing employment. Although the model was designed to work in a particular environment, it has strong potential for transferability to other locations. The integrated model worked to address many of the geographical, cultural, social, educational and economic issues faced by learners in remote regions, through capacity building. It could not accomplish this without the important contributions of all stakeholders, which were essential to the success of the initiative.
|Number of pages||16|
|Journal||International Journal of Learning|
|Publication status||Published - 2011|
Sushames, L., McPadden, D., Whippy, L., & Thompson, R. (2011). Small steps: Achieving positive literacy outcomes in a remote community. International Journal of Learning, 17(12), 211-226. https://doi.org/10.18848/1447-9494/CGP/v17i12/47387