Purpose
The National Agreement on Closing the Gap commits government to work in an unprecedented way with Aboriginal and Torres Strait Islander people, to overcome inequalities and achieve life outcomes equal to all Australians. Closing the Gap is everyone’s business.
The previous LCETC model (now superseded by the published and approved
shared decision-making framework) aims to assist the Department of Education to work with Aboriginal and Torres Strait Islander people to elevate their voices and utilise cultural protocols and knowledges in schools through a process of co-design.
Duration
2021–2026
Eligibility
Identified state schools
LCETC objectives
LCETC objectives include the below.
- Achievement in English and mathematics—increase the proportion of Aboriginal students and Torres Strait Islander students achieving a C or above in English and mathematics.
- Maximise learning days.
- Reduce the number of Aboriginal students and Torres Strait Islander students receiving multiple school disciplinary absences.
- Improve the attendance of Aboriginal students and Torres Strait Islander students.
- Supporting every student with a plan to stay on track to attainment and meaningful post-school pathways.
- Increase retention of Aboriginal students and Torres Strait Islander students from Year 10 to 12.
- Increase the level of successful Year 12 completion and attainment for Aboriginal students and Torres Strait Islander students.
- Increase the proportion of Aboriginal students and Torres Strait Islander students transitioning into a meaningful pathway post schooling.
- Improve the proportion of educators who strongly agree they are confident in embedding cultural perspectives.
Allocation of funds
An overall budget of $21,673,923 (2021–2023 school years) was allocated for the pilot project.
The implementation of the LCETC model was trialled in 13 pilot schools across Queensland.
| Aldridge State High School | Maryborough | North Coast | Maryborough |
| Aurukun State School | Aurukun | Far North | Cook |
| Bentley Park College | Cairns | Far North | Mulgrave |
| Bundaberg North State High School | Bundaberg | North Coast | Bundaberg |
| Bundaberg State High School | Bundaberg | North Coast | Bundaberg |
| Cherbourg State School | Cherbourg | Darling Downs South West | Nanango |
| Hervey Bay State High School | Hervey Bay | North Coast | Hervey Bay |
| Kepnock State High School | Bundaberg | North Coast | Bundaberg |
| Maryborough State High School | Maryborough | North Coast | Maryborough |
| Murgon State High School | Murgon | North Coast | Maryborough |
| Spinifex State College | Mount Isa | North Queensland | Traeger |
| Urangan State High School | Hervey Bay | North Coast | Hervey Bay |
| Western Cape College | Weipa | Far North | Cook |
Post-pilot phase (2025 onwards)
Additional funding of $4 million is available to the schools who participated in the pilot program. The availability of funding is subjected to the LCETC sites meeting the key performance indicators listed below.
| 1 | MKPI.M1—indigenous employment | 80% of hours worked in the reporting period under the activity, are worked by an Indigenous person. Source: service provider |
| 2 | MKDI.D2
—hours worked—indigenous staff
| Number of hours worked in the reporting period by all Indigenous people employed under the activity. Source: service provider |
| 3 | MKDI.D3
—hours worked—all staff | Number of hours worked in the reporting period by all people employed under the activity. Source: service provider |
| 4 | MKPI.M2—core service provision | Core activities or service being delivered meet or exceed requirements. Source: Agreement Manager review of service provider performance reporting |
| 5 | D206.01—participation numbers | Number of unique students (by gender) participating in the funded activity(ies). Source: service provider |
| 6 | P206.02—participation | 80% of (number specified in funding agreement) unique students participated in the service. Source: service provider
|
| 7 | P205.03
—service quality | 80% of participants receiving the services are satisfied they were useful and well-delivered. Source: participant survey |
| 8 | MKDI.D1—employment numbers | Number of Indigenous people employed and the total number of people employed, under the activity (by gender). Source: service provider |
| 9 | D210.02
—attainment numbers
| Number of Year 10 and Year 12 students (by gender) participating in the activity have attained their Year 10 or Year 12 certificate. Source: service provider |
| 10 | P206.04—school attendance | 80% of students at the school where activities were provided attended school for at least 90% of school days, in the reporting period. Source: service provider |
| 11 | D210.07
—Year 12 attainment numbers | Number of Year 12 students participating in the activity have completed Year 12 (by gender). Source: service provider |
| 12 | D210.08
—Year 10 attainment numbers | Number of Year 10 students participating in the activity have completed Year 10 (by gender). Source: service provider |
| 13 | P206.03—retention in education
| 80% of all serviced students in the reporting period are participating in education or training at the end of the reporting period. Source: service provider |
Payment details
Payment times will depend on submission and approval of satisfactory performance reports.
| Tranche 1 | In line with monthly payment | 100% |
| Tranche 2 | In line with monthly payment
| Upon assessment by the Commonwealth |
| Tranche 3 | In line with monthly payment | Upon assessment by the Commonwealth |
Contact
If you would like to know more about LCETC program, please contact your Partnership and Programs Team at regional office (in the first instance) or email the First Nations Engagement and Partnership Team via
engagement.fnsp@qed.qld.gov.au.