TAFE Archives

The Significance of Graduations

Melissa O’Meara looks at nurturing the learner psyche, strengthening family bonds, and shaping the affective domain in non-traditional learning environments…

High school graduations are pivotal milestones in an individual’s educational journey, wielding profound influence on the learner’s psyche, family dynamics, and the affective learning domain. This impact is particularly pronounced in cases where the learning journey has been non-linear, involving unconventional paths and challenges. Additionally, the significance of high school graduations extends to non-traditional learning environments, such as high school equivalency programs, where the achievement of graduation holds even greater importance. I will explore the importance of high school graduations, with a specific focus on non-traditional learning environments, drawing connections between the learner psyche, family dynamics, and the affective domain.

High school graduation serves as a transformative event that significantly shapes the learner’s psyche. In the context of a traditional learning journey, the achievement of this milestone represents the culmination of years of academic growth and personal development. Erikson’s psychosocial theory (Cherry, 2023) highlights the importance of successfully navigating the developmental task of identity versus role confusion during the adolescent years, and high school graduation serves as a critical marker in this process.

For learners in non-traditional learning environments (such as TAFE NSW’s high school equivalency programs), where the path to graduation may be non-linear, the psychological impact is even more pronounced. The learner’s psyche becomes intricately connected to the process of overcoming challenges, showcasing resilience, and achieving academic success. This achievement not only validates the learner’s intellectual capabilities but also instils a sense of pride and accomplishment that can positively shape their self-identity. Non-traditional learning environments, specifically TAFE NSW high school equivalency programs, cater to individuals whose educational journeys have often taken unconventional paths.

TAFE NSW, as the public provider, serves learners who face various challenges, such as academic setbacks, personal responsibilities, disability or the need for flexible learning options. A raft of research suggests that such disadvantage is often compounded by social structures of power further minimising an individual’s ability to achieve in a mainstream learning environment. Therefore, high school graduations hold unique significance in the TAFE NSW environment, symbolising triumph over adversity and resilience in the face of challenge.

The attainment of high school graduation is not solely an individual triumph, but also a shared victory within the family unit. In traditional learning environments, families play a crucial role in supporting learners, and the celebration of high school graduation becomes a testament to the collective efforts and sacrifices made. In non-linear learning journeys, families often face additional challenges, and the achievement of graduation becomes an even more significant source of pride. Moreover, family dynamics are intimately tied to the affective domain. High school graduations, particularly in non-traditional learning environments, strengthen familial bonds by providing a shared sense of accomplishment. The affective domain within the family unit is enriched through the collective emotions of pride, joy, and resilience. The celebratory nature of graduation ceremonies fosters a positive emotional connection among family members, contributing to a supportive environment that recognises and values the learner’s unique journey.

Graduations also have deep intergenerational impacts, shaping not only the graduate’s life, but that of their family and subsequently their communities. According to Sahirah and Mohd (2024) educational attainment often sets a precedent for future generations. Further, they found that a student’s academic performance was directly influenced by a mother’s educational accomplishments, with following generations viewing this as something attainable and tangible for themselves. It is not unreasonable to conclude then that this leads to the breaking of systemic access and equity issues and improves socio-economic status and opportunities for the family. It also benefits the communities in which they live, as graduates have higher levels of community engagement, are more likely to take on community leadership, mentorship and role modelling, thereby contributing to societal improvements as their credibility, due to having qualifications, lifts. There are further societal and generational effects, as education is linked to increased positive health outcomes, an increased ability to access healthcare and an increased capacity to adopt healthier lifestyles. This is in conjunction with a shift in social and cultural values due to an increase in critical thinking and the adoption of new principles that are aligned to diversity, inclusion and a challenge to community norms.

Research by Reed et al (2012) emphasises the importance of recognising the diverse needs of learners in non-traditional settings. High school equivalency programs, designed to provide an alternative pathway to graduation, acknowledge the complexities of learners’ lives and offer tailored approaches to education. The achievement of graduation in these environments becomes a symbol of empowerment, demonstrating that individuals can successfully navigate non-linear paths and attain academic success despite challenges. In the TAFE environment, the affective domain plays a central role in the educational experience. High school equivalency programs often cater to adult learners, and the affective domain becomes a key factor in shaping their attitudes, motivations, and emotional connections to education. The achievement of high school graduation in these settings can have a profound impact on learners’ perceptions of themselves and their lifelong educational journey.

Learners in high school equivalency programs often harbour a range of emotions, including anxiety, self-doubt (imposter syndrome), and a desire for self-improvement. If the current trends around school refusal and childhood and adolescent mental health continue, neurodiversity will be a huge driver of students to the TAFE NSW learning environment, as students fail to thrive in the mainstream ecosystem (evidence of an overworked, underfunded, and under-resourced learning environment and not a failure of teachers). Given this range of emotions, and current learner trends, there is a clear link that graduation serves as a catalyst for positive emotional experiences, contributing to a more favourable attitude toward education and the creation of lifelong learners.

Moore and Anderson (2003) emphasise the importance of recognising and addressing the affective needs of learners to enhance educational outcomes and, thereby, meeting TAFE NSW’s core value of creating lifelong learners. Graduations in non-traditional learning environments also influence learners’ motivations. The accomplishment becomes a source of intrinsic motivation, inspiring individuals to pursue further educational and career goals. The affective domain, in this context, becomes a driving force behind continued learning and personal development.

High school graduations wield profound importance for learners, their families, and the affective domain, particularly in the context of non-traditional learning environments. The achievement of graduation shapes the learner’s psyche, providing a sense of pride, persistence and resilience in the face of challenges. Family dynamics are enriched through shared victories, characterised by a supportive learning environment and are often symbolic of a student’s first experience of educational success. Improvements within the affective domain, which is intrinsically connected to attitudes and motivations, foster a lifelong love for learning. Recognising the increased significance of high school graduations in non-traditional settings like TAFE NSW and a consistent approach to such – as opposed to shooting a student out of a funding system – is crucial for promoting inclusivity and acknowledging the diverse pathways individuals take to achieve educational success.

References

Cherry, K. (2023) Identity vs. Role Confusion in Psychosocial Development, Verywell Mind. Available at: https://www.verywellmind.com/identity-versus-confusion-2795735 (Accessed: 07 December 2023).
Michael Grahame Moore and Anderson, W.G. (2003). Handbook of Distance Education. Routledge.
Reed, D et al. (2012) An Effectiveness Assessment and Cost-Benefit Analysis of Registered Apprenticeship in 10 States. Available at: https://www.doi.gov/sites/dolgov/files/ETA/publications/ETAOP_2012_10.pdf (Accessed: 07 December 2023).
Sahirah Ag Isha, D. N., & Rahaya Mohd, H. S. (2024, March 7). Determinants of students’ academic performance among undergraduate students in Universiti Malaysia Sabah: A structural equation modelling approach. The 6th ISM International Statistical Conference 2023, 3123(1). https://doi.org/10.1063/5.0192226
Walsh, F. (2003). Family Resilience: A Framework for Clinical Practice. Family Process, 42(1), pp.1–18. doi:https://doi.org/10.1111/j.1545-5300.2003.00001.x.

About the Author

Melissa O’Meara is a teacher at TAFE NSW. Her specialities include neurodiversity and LLND. The youngest daughter of migrants, Melissa came to teaching late in life after finishing her first degree in 2018. Prior to this Melissa spent nearly 20 years as a qualified financial planner and bank manager.

Melissa is currently the Women’s Contact for TAFE Teachers Association as well as a member of the Teacher Workload Committee. Melissa is proud to teach, learn and live on Ngambri, Ngunnawal and Gundungurra country. She predominately teaches on the high school equivalency programs at Goulburn TAFE Campus, as well as the occasional specialist program.

Melissa has been active in the NSW Teachers Federation since joining the teaching profession and credits her sanity to activism and the collegiately, compassion and collaboration that it brings to her teaching practice.

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Women in History: Reclaiming (In)Visible Women

Overview

In this exciting new CPL course participants will delve into women in history, investigating programming approaches for History 7-10, History Elective years 9 and 10 as well as Extension History Year 12.

Utilising history case studies of both the well-known and forgotten women of history, participants will explore thematic, comparative and biographical event-based programming approaches, taking in key historical debates and the big questions in history.

Primary, Secondary and TAFE teachers are encouraged to apply to attend this course.

Presenter Judy King will take participants through planning units of work in History 7-10, History Elective years 9 and 10 and Extension History Year 12, including perspectives on women’s history in a variety of topics.

As well, participants will be given an overview of the Australian Research Council (ARC) international digital history project Conviction Politics.

If you are interested in this course, you may also be interested in a connected social event. Meet History’s (In)Visible Women over a drink and snack, is designed to complement the course and offers a relaxed social setting for those interested in women’s history and activism.

Friday 22 August

NSW Teachers Federation, Surry Hills

Completing Women in History Reclaiming (ln)visible Women will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and assessment of NSW Curriculum/Early Years Learning Framework addressing Standard Descriptor 1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher in NSW.

Judy King

Judy King is a former high school principal and a life member of the NSW Teachers Federation, AEU and SPC. Judy retired from Riverside Girls High School in 2010 after 19 years as a secondary principal.

Since retirement Judy has worked part time at Chifley College Mt Druitt campus, Northmead High and Georges River College in an executive support role with a strong focus on teaching and learning, assessment and reporting, especially in the areas of reading for meaning and writing for purpose.

She currently teaches History and Politics at WEA , the oldest adult education foundation in the CBD of Sydney.

Judy represented secondary principals on the Board of Studies (now NESA) from 1998-2004 and was History Inspector at the Board in 1991. Judy was deputy president of the SPC from 1998-2006

In 2018 she researched and wrote a history of the NSW Teachers Federation 1918-2018 as part of its centenary celebrations. The articles were published throughout each edition of Education in 2018 and were featured as part of a three week exhibition in the Federation building.

In 2007 Judy was awarded the Meritorious Service in Public Education medal by the Department of Education.

Judy has an abiding interest in all aspects of Ancient, Mediaeval and Modern History as well as archaeology, politics and film. In 2014 and 2019 she attended the Cambridge University History Summer School for international students and hopes to return in 2025.

Jen Sonter

Jen Sonter began teaching in 2016 around the Central Coast, eventually landing at Terrigal High School in 2018. She has since been working full time at Pittwater High School on the Northern Beaches of Sydney, finally achieving permanent employment there in 2022.

She has predominantly worked in mainstream classroom settings throughout this time, but has also worked in wellbeing roles such as Year Advisor.

She is a passionate history teacher and takes up any opportunity to travel and experience historical sites from far and wide. She brings this passion into the classroom in the hopes of passing it on to her students.

$220 for one day

“Excellent resources provided by all speakers.”

“Judy’s session was very thought provoking and a great way to start. Very inspirational woman.”

“All presenters were engaging and informative. I appreciate their generosity in sharing.”

“Very valuable course. (I have) new ideas to take back to school.”

“Thank you Federation and the CPL team for providing another extremely useful PD. All PD by the CPL has presenters who are genuine experts in their fields and provide useful resources and knowledge.”

The Three Cs of TAFE – Collegiality, compassion, and collaboration

Melissa Preston highlights the role of collegiality, compassion, and collaboration within the context of teaching in TAFE. . .

The education landscape is constantly evolving, and Technical and Further Education (TAFE) institutions play a pivotal role in imparting vocational skills and knowledge to students. TAFE teachers are instrumental in ensuring the quality of education and the success of these institutions. Among the numerous factors that contribute to the effectiveness of TAFE, collegiality, collaboration, and compassion are key. The importance of these three interrelated aspects, within the context of TAFE teaching, highlights their role in enhancing peda/ andragogical practices, teacher development, student outcomes, and the overall learning environment.

Collegiality encompasses a sense of camaraderie, mutual respect, and shared responsibility among colleagues. For TAFE teachers, this means cultivating an environment of open dialogue, constructive feedback, as well as a willingness to collaborate for the betterment of teaching practices and student learning outcomes. Effective collegiality fosters a supportive culture where teachers can learn from each other’s experiences, share innovative teaching strategies, and collectively address challenges. This sense of unity enhances job satisfaction (Louis & Kruse, 1995) and promotes a positive work environment, thereby contributing to teacher retention rates within the demanding TAFE landscape.

Collegiality not only enhances the professional growth of teachers but also has a direct impact on student outcomes. Hargreaves and Fullan (2012) support the idea that schools (and by extension, TAFE institutions) with a strong sense of collegiality tend to perform better academically. Collaborative planning and curriculum development ensure that courses are aligned with industry standards and meet the evolving needs of students. Furthermore, by engaging in peer observation and feedback, TAFE teachers can enhance their peda/andragogical skills and provide students with more effective learning experiences.

Collaboration extends the concept of collegiality by emphasising joint efforts to achieve common goals. In the context of TAFE, collaboration is not confined to year-level or faculty interactions; it extends to interdisciplinary teamwork that can lead to comprehensive and holistic learning experiences for students. Hattie (2012) argues that teacher collaboration has a substantial impact on student achievement. Collaborative endeavours allow TAFE teachers to pool their diverse expertise and perspectives, resulting in well-rounded educational experiences for students. In TAFE, collaboration becomes particularly significant as it helps bridge the gap between theoretical knowledge and practical skills required in the workforce.

Through interdisciplinary collaboration, TAFE teachers can create complete learning experiences that simulate real-world scenarios. For instance, a collaboration between an automotive and business teacher could lead to the development of a project where students design a business plan for an auto repair shop. Such collaborative projects not only expose students to multiple facets of their chosen field but also foster critical thinking and problem-solving skills. By simulating workplace dynamics, collaboration among TAFE teachers prepares students for the challenges they will encounter in their careers.

In considering how to create positive and nurturing learning environments, compassion refers to the genuine care and concern that TAFE teachers show towards their colleagues and students. TAFE students often come from diverse backgrounds and face a variety of barriers to learning – including neurodiversity, cultural diversity, and damage to the affective domain – therefore, compassion plays a pivotal role in creating a supportive and inclusive learning environment. Teachers who exhibit compassion tend to be more attuned to the needs of their students and can ‘cherry pick’ between andragogy and pedagogy to tailor their teaching approaches and accommodate different learning styles and abilities.

Furthermore, compassion among TAFE teachers contributes to a positive workplace culture. Overall, when teachers feel valued and supported, they are more likely to be engaged, motivated, and committed to their roles. This sense of belonging enhances job satisfaction and reduces burnout, which is a common concern not only amongst the mainstream teacher cohort, but the TAFE teacher cohort (Ingersoll, 2003). Compassionate teachers are also more open to collaboration and knowledge sharing, fostering an atmosphere of continuous learning within the institution.

The potent combination of collegiality, collaboration, and compassion among TAFE teachers yields a multitude of benefits that extend beyond the individual teacher and student. Firstly, a culture of collegiality promotes a strong sense of unity among the teaching staff, leading to improved communication and teamwork. This ensures that curriculum development is comprehensive and aligned with industry demands. Collaborative planning and assessment also facilitate the identification of areas needing improvement, allowing for timely adjustments to teaching strategies. Secondly, collaboration among TAFE teachers encourages the sharing of best practices and innovative teaching methods. When teachers collaborate across disciplines, they can incorporate different perspectives into their teaching, resulting in more comprehensive and engaging lessons. Moreover, collaborative projects for students from different courses and faculties encourage interdisciplinary thinking and problem-solving skills, reflecting the complexities of real-world work environments. Lastly, compassion for colleagues and students contributes to a positive institutional climate. When TAFE teachers model empathy and understanding, students are more likely to feel comfortable and motivated in their learning journeys. Compassionate teachers also serve as mentors and role models, inspiring students to pursue their goals and overcome obstacles. Furthermore, a compassionate work environment promotes teacher well-being and retention, which is essential for maintaining institutional stability and long-term growth.

While the importance of the 3Cs – collegiality, collaboration, and compassion – among TAFE teachers is clear, there are challenges to achieving and maintaining these aspects within the TAFE environment. Limited time for collaboration, untenable teaching loads, gatekeeping of information, partially or poorly implemented ICT systems and heavy hierarchies of management hinder effective collaboration and communication despite these being core values of TAFE. The 3Cs can sometimes be overshadowed by burdensome administrative tasks and procedures that are, unfortunately, intrinsically linked to the Government’s funding model of TAFE which only serve to compound curriculum pressure. To address these challenges, TAFE must implement strategies such as dedicated time for collaborative planning, adequate and high-level professional development and interdisciplinary workshops, as well as meaningful mentorship programs. TAFE also demonstrates a reluctance for these to occur on a face-to-face- basis which demonstrates management’s inability to understand that fundamentally education is a social activity. The current ad hoc approach and mishmash of platforms designed for business, not education, further act as inhibitors for teachers to share best practices and partake in the 3Cs. Furthermore, fostering a culture of empathy and appreciation through recognition programs can reinforce compassionate behaviour among TAFE teachers, but again they must done in a way that is authentic.

Collegiality, collaboration, and compassion hold immense significance among TAFE teachers, fostering an environment conducive to effective teaching and student success. Collegiality forms the basis of mutual support and professional growth; collaboration leverages diverse expertise to enhance student learning experiences; and compassion nurtures positive learning environments and teacher well-being. The integration of these three aspects not only benefits teachers and students but also contributes to the overall growth and success of TAFE institutions. By acknowledging and prioritizing collegiality, collaboration, and compassion, TAFE institutions can create a culture of excellence that prepares students for the challenges of the modern workforce.

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. New York, NY: Teachers College Press.

Hattie, J., 2012. Visible learning for teachers: Maximizing impact on learning. Routledge.

Ingersoll, R., 2003. Is there really a teacher shortage? A Research Report Co-sponsored by The Consortium for Policy Research in Education and The Center for the Study of Teaching and Policy https://www.gse.upenn.edu/pdf/rmi/Shortage-RMI-09-2003.pdf

Louis, K.S. and Kruse, S.D., 1995. Professionalism and community: Perspectives on reforming urban schools. SAGE Publications Ltd.

Melissa Preston is a teacher at TAFE NSW. Her specialities include neurodiversity and LLND. The youngest daughter of migrants, Melissa came to teaching late in life after finishing her first degree in 2018. Prior to this Melissa spent nearly 20 years as a qualified financial planner and bank manager.

As the only permanent full time teacher between Canberra and Sydney, Melissa has a large geographic footprint and is proud to teach, learn and live on Ngambri, Ngunnawal and Gundungurra country. She predominately teaches on the high school equivalency programs, as well as the occasional specialist program.

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Bangaya Bulbuwul Muru (Dharug) – Let’s make strong pathways

Anissa Jones explores the importance and practicalities of including Cultural Awareness and Cultural Safety in all TAFE courses. She discusses how to support Aboriginal and/or Torres Strait Islander students to feel safe and part of the TAFE community . . .

Vocational Education for Aboriginal and/or Torres Strait Islander students should never be a challenge – for our students or teachers. We need to empower our mob to be the best they can be, whilst maintaining their connections to culture, community and language. It can’t just be in the Aboriginal Studies space where this is found.

It starts with reviewing current practices in the delivery of Vocational Education and Training (VET) courses and how we can move away from the Westernised way of thinking in order to teach a more holistic approach that supports our students. How can teachers be best equipped to support their Aboriginal and/or Torres Strait Islander students?

We need to move away from the outdated assessment models that do not cater for the needs of our students. This involves taking a deeper dive into how they learn and why before we assess whether they can. We need to look at ways of knowing, being and doing, as well as providing a culturally safe learning space either online, or face to face, before any successful learning can occur.

Students need to feel that they have a voice, a say in what works for them and feel safe to share that with their teachers and peers.

Sometimes it’s as simple as that……listening.

Teaching at TAFE can be filled with mountains of compliance, taking time away from the learning. It can also be a place where Culturally Safe practices are absent. When we do take the time to be present in Aboriginal and Torres Strait Islander spaces, listening and learning can take place.

Too often we are asked to complete training that is merely a tick-box with no thought on the practices behind it. There must be a real focus on Cultural Practices, Cultural Knowledge and respect. These can’t be taught via a Moodle.

Currently the Certificate IV in Training and Assessment Education (TAE40116) does not contain a unit on First Nations andragogy. It is merely a footnote in the Language, Literacy and Numeracy (TAELLN411) unit of competency.

How can we make change when it isn’t included in the fundamental training course required to be TAFE Teachers?

To make an impact, we need to start with education.

Training should be provided to all teaching staff in Cultural Awareness and Cultural Safety. These are two separate things that can have an impact on Aboriginal and/or Torres Strait Islander staff and students in various ways.

Cultural Awareness – shows respect for the culture with whom one is working, which can aid people working with these communities to build better relationships and be more effective in their work.( ANU, 2023)¹

Cultural Safety – is about creating an environment that is safe for Aboriginal and Torres Strait Islander people.( Vic Health, 2023) ²

But we really should be aiming for Cultural Capability – basically it’s ‘walk the walk and talk the talk’.

Cultural capability refers to the skills, knowledge, behaviours and systems that are required to plan, support, improve and deliver services in a culturally respectful and appropriate manner. (QLD Health, 2022) ³

TAFE NSW has designed and developed a Course in Aboriginal and/or Torres Strait Cultural Education (known as ACEP) to provide training in Aboriginal andragogy – Aboriginal Ways of Knowing, Being or Doing. To maintain cultural integrity in delivery, trainers must be Aboriginal and/or Torres Strait Islander.

To deliver the Aboriginal Cultural Education Program (ACEP), you must be Aboriginal or Torres Strait Islander. Currently there are approximately 130 Aboriginal or Torres Strait Islander teachers in TAFE NSW. However, this training is vital to support the wellbeing and Cultural Safety of staff and students.

The need across the nation to employ more Aboriginal and/or Torres Strait Islander trainers and assessors is important. Having programs where pay to train is offered to niche industry skills areas could be a viable solution. Hopefully, a program can be developed for Aboriginal Language Teachers to build capacity across the state.

When writing curriculum for Training packages and accredited qualifications for Aboriginal and/or Torres Strait Islander People, the need to engage, consult and co-design with Aboriginal and/or Torres Strait Islander Subject Matter Experts (SME) is vital for the cultural safety of the training. This will ensure language discourse is centred around such practices and allow Aboriginal and/or Torres Strait Islander Peoples to have a greater impact in the delivery. From this, Registered Training Organisations (RTOs) will be able to offer a qualification that is fit for purpose and provides all important Culturally Safe components. In order for all stakeholder to achieve their goals, the place of learning must be friendly and inviting for all.

It is important to provide Aboriginal and/or Torres Strait Islander students with a Culturally Safe learning environment within the Certificate IV in Training and Education (TAE). The length of time, the onerous assessments and the lack of Cultural Safety continue to push Aboriginal and/or Torres Strait Islander students out of the course. Even with the new changes coming in, there is little to no expectation that a TAFE teacher is required to have completed one unit on Aboriginal Studies, unlike our school based colleagues.

Recently South Australia Training and Skills Minister Blair Boyer made the push to address racism in the Responsible Service of Alcohol Training Packages, which had been renewed in 2021 with this clause still in it. This change was long overdue but highlights the trauma that can occur from stereotyping Aboriginal and/or Torres Strait Islander Peoples.

Federal assessment requirements for the RSA certification, required for workers to serve alcohol in public settings, state that participants must learn about the “impact of excessive drinking” on local neighbourhoods, premises, staff, customers and “particular types of customers who are at heightened risk” – with the first group on that list being “Aboriginal and Torres Strait Islanders.”⁴(Guardian, 2023)

So what can I do?

You can complete a Cultural Safety audit at your campus or workplace.

Victoria Legal Aid has a Cultural Safety Reflection Tool that you can use like a WHS audit. You can access it here

You can undertake Cultural Awareness and Cultural Safety training in your state or territory.

You can start by engaging with your local Aboriginal Community.

Things to remember:

Follow Cultural Protocols – go with respect and be prepared to just listen.

Understand the difference between a Traditional Owner/Custodian and/or Elder and a Community Elder.

Traditional Owners/Custodians and Elders live on Country. They are from the Nation and/or Language dialect of the lands on which they live and work.

Community Elders live away from their Country but are seen as respected members of the Community.

Understand that our ways of knowing, being and doing are very different from Western Civilisation. Aboriginal Community members may not get back to you as quickly as you would like.

Be prepared to learn.

Be careful of the use of deficit speech such as ‘Closing the Gap’ – this requires Aboriginal and/or Torres Strait Islander Peoples to meet the bare minimum of Westernised Education.

So what does a Culturally Safe classroom look like?

Inclusion of Aboriginal and/or Torres Strait Islander perspectives, history and knowledge into your classroom practice.

Awareness of Sorry Business, Cultural Responsibilities and Roles which may cause a student or staff member to be away for long periods of time and to make adjustments to their workload.

Acknowledgment to Country and Aboriginal and Torres Strait Islander Flags are clearly seen on TAFE Campuses.

Have signs of Aboriginal Culture around your room or campus (e.g., artwork, books, seating, resources)

Invite Community members into your classrooms as guest speakers/co-teachers – It is important to ensure they are remunerated accordingly for their time and their knowledge.

Be open to learning and change. Listen to your students and make the appropriate changes based upon their needs.

Be aware that English may be a 2nd, 3rd or 4th language for your student/s. They may speak their language/s, Creole, Pidgin or Aboriginal English as well as English. They might require a translator or additional support, just as you would for other EAL/D student.

Be transparent and if you make a mistake; apologise. Once an Aboriginal person’s trust is gone, it can be very hard to get back.

Does this already exist in VET?

Nationally accredited courses like Indigenous Policing Our Way Delivery (IPROWD), Diploma of Aboriginal Studies and Aboriginal Languages provide Culturally Safe environments for students. The curriculum is tailored to the students, the teachers are Aboriginal or Torres Strait Islander, an Aboriginal Student Support Officer (ASSO) is attached to the class and Cultural knowledge is shared in a communal way, not teacher-student but as a Community. There is no hierarchy in Aboriginal Education.

They are the exception to the rule as most staff and students are not Aboriginal or Torres Strait Islander. This does not diminish the great work Teachers at TAFE do, but it does show that when Aboriginal Education is at the forefront of an Aboriginal or Torres Strait Islander’s learning journey, great things happen.

End Notes

Australian National University (ANU) ( updated 2023)

Indigenous Children and Families : Cultural Awareness

https://earlytraumagrief.anu.edu.au/resource-centre/indigenous-children-and-families-cultural-awareness#:~:text=Cultural%20awareness%20shows%20respect%20for,more%20effective%20in%20their%20work.

Guardian the (2023) Indigenous Australians racially profiled in alcohol training courses, SA minister says

https://www.theguardian.com/australia-news/2023/feb/24/indigenous-australians-racially-profiled-in-alcohol-training-courses-sa-minister-says

Queensland Health (updated 2022) Cultural Capability

https://www.health.qld.gov.au/public-health/groups/atsihealth/cultural-capability#:~:text=Cultural%20capability%20refers%20to%20the,culturally%20respectful%20and%20appropriate%20manner.

Victorian Department of Health (updated 2023) Aboriginal and Torres Strait Islander cultural safety

https://www.health.vic.gov.au/health-strategies/aboriginal-and-torres-strait-islander-cultural-safety#:~:text=Cultural%20safety%20is%20about%20creating,shared%20meaning%20and%20shared%20knowledge

Victoria Legal Aid Cultural Safety Reflection Tool

https://www.legalaid.vic.gov.au/sites/default/files/2022-02/vla-organisational-cultural-safety-tool-template-accessible.docx

Anissa Jones is currently at TAFE NSW. She is the Accredited Course Specialist and Teacher based in Cootamundra. She is a proud Boorooberongal Dharug woman from the Richmond area in New South Wales.

Anissa has taught for over twenty years in both the ACT and NSW in a variety of roles ranging from preschool to university. Whilst in the ACT, Anissa was an assistant RTO Manager of a small RTO based across several secondary schools primarily in the Tuggeranong area, managing compliance, professional development and training. After completing the MILE program in 2022, Anissa began teaching Dharug Dhalang at TAFE NSW in Certificate I to Dharug Community members and teachers, with Certificate II starting mid-year.

Currently Anissa holds the position of TAFE TA Executive Member for NSWTF and is the NSW TAFE representative on Yalukit Yulendj – the AEU’s Executive for Aboriginal and Torres Strait Islander Teachers and most recently presented at TAFE Directors Australia on Aboriginal Pathways in VET.

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Subject: TAFE