Overwhelming discontent

by Carol Fisher

The AEU's survey was conducted as a result of Brendan Nelson's changes to programs such as Indigenous Education Direct Assistance (IEDA) and Indigenous Education Strategic Initiatives Program (IESIP). The responses from schools -- from the remote communities through to rural areas and metropolitan locations -- showed compelling evidence about the loss of funding.

561 schools responded to the survey, a total of 384 primary, 129 secondary and 47 "other" schools. The collective number of indigenous students in these schools was 17,451. Indigenous student numbers in individual schools surveyed varied from one through to 402.

One survey respondent wrote: "Changes to ASSPA have created hardships for low socio-economic families, especially school excursions on off-pay week. But the changes to Indigenous Tutorial Assistance Scheme (ITAS) are good especially when senior years are eligible."

Whereas in previous years, ASSPA funding was allocated on a per capita basis, schools are now contending with a two-stage process to access Parent School Partnership Initiative (PSPI) funding. First, schools must prepare a concept plan (without adequate criteria, but with added restrictions). This is not the application for funding. After an indefinite period, selected schools are then directed to tender a submission verifying the activities to be undertaken.

One school respondent wrote: "The difficulties in applying for funding in the new system mean our parents have virtually lost interest. It has reduced our access to funding by placing additional hurdles in front of school/community. Our school has worked hard over two years to establish Aboriginal Student Support and Parent Awareness (ASSPA). Interest is now minimal. This is major disappointment to our school community. An enthusiastic ASSPA group who devised many positive outings and strategies for our students (all of which had a big impact on our Aboriginal students) is currently not operating."

There has been a significant negative impact on schools and their communities in two ways. First, schools are no longer required to form ASSPA committees, of which parents, care-givers and other community members had previously had some positive ownership. This constructive link between school and community has been destroyed, inhibiting indigenous people from influential decision-making processes and a convincing sense of empowerment. Secondly, the answers of questions pertaining to the changes, clearly illustrate that many of our indigenous people are now experiencing the "new" process as being very confusing and time-consuming.

Furthermore, the decrease of funding has had an impact on the culturally-specific agenda of schools. Many responses from schools confirmed the lack of activities such as NAIDOC Week celebrations, which were always recognised as a valuable means of providing acknowledgement and acceptance of Aboriginal cultural identity and Torres Strait Islander cultural identity.

A survey respondent expressed disappointment that funds cannot be accessed for cultural activities and excursions. "ASSPA brought parents and students into the school. It established communication channels and offered support where need existed. It united the Koori students and offered cultural knowledge to the youth," the survey respondent wrote.

One of the most damaging consequences of these dramatic adjustments is the diminution (almost disappearance!) of the Aboriginal Tutorial Assistance Scheme (now ITAS) funding. Most schools surveyed did not receive this funding until the second half of 2005. Without this financial assistance from the beginning of the school year and throughout the whole school year, indigenous students will miss out on the affirmative benefits of early intervention. The indigenous people who are employed as tutors not only have the expertise to support students in literacy and numeracy, but also have important community contacts and are usually role models in their own right. It goes without saying that ATAS created employment for indigenous people that would otherwise not be accessible.

A survey respondent wrote: "I have had to let go two brilliant indigenous aides. I am now getting one indigenous aide for 12 hours per week for 15 weeks. ITAS = 5 hours per week for 15 weeks. I can't employ people to get real improvement in outcomes. Four to seven students are in care of state and need more one-on-one."

Carol Fisher is the Acting AEU Federal Aboriginal Education Officer.

AEU members (particularly our indigenous membership) are encouraged to read the full report on the survey (available on the AEU website (www.aeufederal.org.au) and reflect on the effects of the changes on their own schools. Members should communicate with a varied range of people -- with your colleagues, amongst your community and mainly to your local Federal politician. Let them know your frustrations in seeing at first hand the problems our schools and students are facing as a result of the funding changes and your concerns about the negative impact on educational outcomes for indigenous students.

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Last Modified: 15 Nov 2005