Report on Factors, Concerns, and Strategies in Indigenous Education

This report delves into the essential considerations for designing a new study unit tailored for the Indigenous learning community. It meticulously outlines the critical factors, including integration, interconnectedness, mutual reciprocity, community control, and embedding culture, which are vital for the unit's success. The report also identifies key areas of concern when writing and delivering the study unit, such as the limited availability of Indigenous teachers, poverty within the community, and the lack of educational awareness among parents. Furthermore, it proposes actionable strategies to overcome these challenges, including establishing clear guidelines for teachers, offering affordable learning programs, and implementing comprehensive awareness campaigns. Finally, the report highlights effective teaching strategies, such as localized case studies and literacy/numeracy programs, to create a culturally relevant and engaging learning environment, ultimately improving educational outcomes for Indigenous students.

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Indigenous Australia Education
4/15/2020

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Table of Contents
Introduction......................................................................................................................................2
Factors for Study Unit..................................................................................................................2
Integration and Interconnectedness..........................................................................................2
Mutual Reciprocity...................................................................................................................2
Community control and ownership..........................................................................................3
Embedding Culture...................................................................................................................3
Hiring Indigenous Community members as staff members.....................................................3
Areas of Concern in Writing and Delivering the Unit of Study..................................................3
Indigenous Teachers.................................................................................................................3
Poverty......................................................................................................................................4
Uneducated Parents..................................................................................................................4
Strategies to overcome the identified concern.............................................................................4
Teaching Strategies for Quality Learning....................................................................................5
Conclusion.......................................................................................................................................5
References........................................................................................................................................7

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Introduction
This paper aims to present a discussion highlighting the major requirements to program a
new study unit for the Indigenous learning community. The paper is comprised of the discussion
related to the factors that must be considered while designing a study unit for the Indigenous
community along with the concern areas at the time of writing and delivering a study unit for the
same community. In addition to this, the paper is also discussing the strategies that can be used
to address the identified concern.
Factors for Study Unit
The factors that will be considered while programming a new unit of study for the
Indigenous Learning community are discussed below:
Integration and Interconnectedness
These Factors are considered to be very important in order to live happily and maintain
peace everywhere. The indigenous people account for 5% of, the population at the global level
and most of them is extremely poor (Cosentino, 2016). In the case of education, indigenous
people have limited access to education due to which they feel extracted and separated from
other non-indigenous communities. Therefore, while designing a study unit is important to take
into consideration the learning and understanding of the Integration and Interconnectedness. This
can be done integrating their culture, language, and opinion in the education system and also by
facilitating, protecting, and respecting the right of the indigenous people to share knowledge.
Mutual Reciprocity
The unit of the study will be designed by taking into consideration the factor of mutual
reciprocity. The study procedures while be adhered to the mutual reciprocity principle between

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humans and other things. Mutual reciprocity will help them in developing a feeling of sharing
and rewarding each other for their positive actions (Kujala & Danielsbacka, 2018).
Community control and ownership
There is a number of programs that have been developed and out of them, the successful
ones were those where the community determined its needs and then designed and controlled the
reaction. The ownership of the community is important since it confirms autonomy and authority
in different study unit aspects (Australian Institute of Family Studies, 2015).
Embedding Culture
Making the culture of the Indigenous community as the central part of the study unit will
help in attaining success.
Hiring Indigenous Community members as staff members
Providing employment support for the indigenous community is a major factor for the
success of the unit of study. This is because the indigenous people as the staff member can help
in making people understand the motive of the unit and play as a leader for the members of the
community.
Areas of Concern in Writing and Delivering the Unit of Study
Indigenous Teachers
As per the data presented by Korff (2019), it has been identified that there are only 0.7%
of all the teachers in the Australian region belong from the Indigenous Community which raises
a challenge for the study unit to hire them for the learning program of this community. In
addition to this, the Indigenous teachers carry along with them a cultural viewpoint and get
involved in developing a network with the community members which is not good for the study
unit because one of the important factors of the study unit is to enable them to learn integration
and interconnectedness and mutual reciprocity.

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Poverty
One of the major concern areas in developing and delivering the unit of study to the
Indigenous Community is poverty. Most of the parents of this community cannot afford to
provide access to their children to education and learning due to which there is an increasing
level of unemployment and poverty (Trickle Up, 2020). Poverty has resulted in generating a
feeling of anger among the Indigenous community member for other non-indigenous community
people.
Uneducated Parents
The parents in the Indigenous Community do not allow their children to dream to get an
education and do high paid jobs due to their low awareness regarding the availability of a
number of programs introduced by the government for their development (Korff, 2019). This can
be a major concern for the unit of study to inspire children or students to learn and gain an
education.
Strategies to overcome the identified concern
Schedule and guidelines for the teachers – In order to avoid the development of a
different group of indigenous people due to their educated teachers belong from the same
community, it is important to develop some guidelines and schedule for the teachers such that
they cannot get involved in any of the activity that is against the humanity and culture of the
study unit.
Learning program at very reasonable prices – In order to provide education and learning
programs to the children of this community, it is important to design it reasonable and of high
quality such that everyone can afford it.

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Awareness Campaign and Promotion – In order to motive the parents to send their
children to learn it is important to first make them aware of the benefits of this study unit.
Therefore, the administration of the study unit can design a campaign for the promotion and
increasing awareness.
Teaching Strategies for Quality Learning
Localized case studies for student engagement - In order to make a culturally meaningful
quality learning environment for the Indigenous Community student, it is important to present
localized qualitative case studies because it helps in engaging and supporting them in the
classroom. The motive of this strategy is that if the Indigenous student will be engaged in
different learning activities then it will result in getting improved educational outcomes
(Burgess, 2019).
Literacy and Numeracy Programs - Number of studies have recognized that pedagogical
approaches for a particular skill like literacy and numeracy represent mixed outcomes related to
success. In most of the studies, Indigenous students were the subset and were linked by the
socio-economic status, location, and level of achievement.
Conclusion
The above paper has highlighted different aspects that are important to consider while
designing and delivering a unit of study for the Indigenous Community. The paper has
represented that the factors that need to be considered for designing a unit of study for the
community are integration and interconnectedness, mutual reciprocity, community control, and
ownership, hiring indigenous staff, etc. Besides this, the paper revealed that while designing a
unit of study there can be some concern areas such as poverty, uneducated parents, and
availability of Indigenous teachers that can result in the failure of the study unit. But, the paper

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can be concluded by highlighting that the specified strategies can help in overcoming these
concern areas such as designing schedules and guidelines for the teachers, offering education
facilities at a reasonable cost, and promoting the study unit and developing an awareness
program. In the end, the paper has also presented two strategies that can be used as the teaching
strategies for making a culturally meaningful quality learning environment that will help the
study unit to properly teach the students and get better outcomes.

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References
Australian Institute of Family Studies. (2015). Critical factors in successful Indigenous
community-managed programs. Today https://aifs.gov.au/cfca/publications/what-works-
effective-indigenous-community-managed-programs-and-organisations/critical
Burgess, C. (2019, April 15). Effective teaching methods that work for Indigenous students:
latest research. Today https://www.aare.edu.au/blog/?p=3941
Cosentino, G. (2016). Indigenous peoples have a right to quality education. But so far, we’ve
failed them. Today https://www.weforum.org/agenda/2016/08/indigenous-people-have-a-
right-to-quality-education-but-so-far-we-ve-failed-them/
Korff, J. (2019). Barriers to Aboriginal education. Today
https://www.creativespirits.info/aboriginalculture/education/barriers-to-aboriginal-
education
Kujala, A., & Danielsbacka, M. (2018). Reciprocity in Human Societies: From Ancient Times to
the Modern Welfare State. Springer.
Trickle Up. (2020). Why Indigenous People? Today https://trickleup.org/indigenous-people/