1. Desert Education and Training Networks: A model for success Alicia Boyle Desert Knowledge CRC

2. Presentation Overview Who we are and what we do Why a CAETN? Key attributes The Network at work Where are we going?

3. Who we are - our members

4. What we do Talking and working together for improved demand-responsive VET for Aboriginal people in Central Australia

5. Why a CAETN? Recognition of a need for change and the belief that only a collective voice and collective action can facilitate this change Need for information exchange in a constantly changing external environment Thin market for students residing over vast geographical distances Diverse learners and learner needs High administrative and operational staff turnover Thin market for experienced and specialised staff

6. Key attributes Trust, respect, passion, long term commitment Shared values and common goals Capable, knowledgeable, long-term EO and 2 x Chairs Meetings f2f every 4-8 weeks Timely minutes and action lists Regular email contact & information updates Membership is valued by individuals and their organisations Web-based information repository Support given for EO, Chairs, workshops, venues, web space, catering and promotion

7. The Network at work Information exchange –Base of regular f2f meetings with member-identified guest speakers –Comprehensive minutes, action list and web-based information repository –Training matrix –Travel, recruitment, promotion, support for each other’s activities –TEETN Projects –Reframing the Future, Community of Practice –Australian Flexible Learning Framework, Network Project, NT Flexible Learning Innovations, E-tools for Art Workers and PowerUp –Reframing the Future, Training and Assessment Network and Appreciative Enquiry

8. The Network at work Key topic workshops #1: Identification of key issues and potential solutions for improving the quality of VET across Central Australia Some key outcomes –A centralised web-based booking system for teaching and accommodation facilities across the NT managed by Shires, RTOs, Northern Territory (NT) and Commonwealth government agencies. –A web-based one-stop shop for education and training related funding sources reviewed and updated quarterly. –A web-based calendar of events/meetings, regularly updated, for all education and training related activities and major events occurring in communities. –Greater engagement with business and industry in the planning, development, delivery and assessment of demand-responsive education and training services. –Move away from the ‘QUALITY BY NUMBERS’ model. Currently the ‘fit for purpose’ is poor in relation to education and training delivery. –A community education and training coordinator appointed within each community governance ‘entity’. –A substantial increase in the number of Aboriginal trainers/assessors/mentors in communities/settlements to support delivery. –Improved understanding of cultural obligations and/or community protocols needed across education and training staff. –Longer time frames required for delivery allowing for literacy and numeracy development. –Recurrently funded programs need to be supported with additional funds for things such as, mentoring and tutorial support. –Continue to investigate the potential for e-portfolios to support ongoing recognition of informal, formal, traditional/cultural knowledge and skills, work and life experience.

9. Where are we going? Further development and delivery of key issues paper to Government Facilitation of 2 key topic workshops per year in collaboration with TEETN Identification, development and implementation of solutions that require whole of government engagement and cooperation Source funding for key Network positions Source funding for Network-identified projects Support the roll out of E&T Networks across the desert region to continue to strengthen the voice

10. Questions Alicia Boyle alicia.boyle@cdu.edu.au