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 Local Community Engagement Through Co-design (LCETC) model 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.
The phases of engagement are respectful of, and informed by, local community expertise that is underpinned by
Narrative Therapy and Community Work principles to help guide discussions and outcomes.
Purpose
The LCETC model aims to improve outcomes for Aboriginal and Torres Strait Islander students in Queensland state schools.
The LCETC model is a strategic approach to assist schools to establish, maintain and leverage relationships with the local Aboriginal and Torres Strait Islander community to co-design programs of work that will assist Indigenous students to succeed at school.
The LCETC model defines 7 phases of co-design.
- Phase 1 – information sharing – share information about opportunities, deliverables and engagement processes.
- Phase 2 – connect with community – conversations with Aboriginal peoples and Torres Strait Islander peoples regarding ways to improve student educational outcomes.
- Phase 3 – school and community consultation – through the creation of culturally safe spaces, information and stories are shared that will shape responses and direction for the next phase.
- Phase 4 – response to community – responses are shaped based on the information shared, proposed steps forward are offered and nominations are called for to form a community/school Local Community Education Body (LCEB).
- Phase 5 – co-design governance model – project plans are drafted with Aboriginal peoples and Torres Strait Islander peoples that aim to improve educational outcomes for Aboriginal students and Torres Strait Islander students.
- Phase 6 – launch and Implement – build and strengthen relationships between school and community to create the scope for systemic change.
- Phase 7 – evaluate and review – assess co-designed initiatives.
LCETC model objectives
- Increase the proportion of Aboriginal students and Torres Strait Islander students achieving a C or above in English and Mathematics.
- Reduce the number of Aboriginal students and Torres Strait Islander students receiving multiple school disciplinary absences.
- Increase retention of Aboriginal students and Torres Strait Islander students from Year 10 to 12.
- Improve the proportion of educators who strongly agree they are confident in embedding cultural perspectives.
- Improve the attendance of Aboriginal students and Torres Strait Islander students.
- 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.
Pilot implementation
The implementation of the LCETC model is currently being trialled in 13 pilot schools across Queensland. The pilot is for 3 years duration (2021–2023).
| Alridge 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 |
Pilot budget
An overall budget of $21,673,923 (2021–23 school years) has been allocated for the pilot project.
Pilot governance
Implementation of the LCETC model will be overseen by a project board. Board membership includes representatives from Aboriginal and Torres Strait Islander communities, Commonwealth government representatives from the National Indigenous Australian Agency (NIAA), Department of Seniors, Disability Services and Aboriginal and Torres Strait Islander Partnerships representatives and Department of Education (DoE) staff.
LCETC model in practice
Aunty Valerie Craigie Spinifex State College, on Kalkadoon country (Mt Isa), is 1 of the 13 schools participating in the LCETC pilot and was the first to establish a Local Community Education Body (LCEB) with local community members.
Principal Phil Sweeney offered the following reflection:
'Co-design has led us on a learning curve. One that has taught us that we share similar hopes and dreams for our students’ futures, that we can build on our strengths, that a deeper appreciation of traditional cultures empowers all of us and maybe the most important thing this year, we have established trust and appreciation for one another within the Spinifex State College LCEB.
Watch the
video transcript about their journey so far.
'We acknowledge and pay respect to the Kalkadoon people and acknowledge and pay respects to the First Nations LCEB members in the vignette: Aunty Valerie Craigie, Will Blackley, Melissa Eggmolesse; and also acknowledge the leadership demonstrated by Principal Phil Sweeney in sharing this journey.'
For further information
If you would like further information about the LCETC model or pilot project, contact:
The Manager
Engagement Team
First Nations Strategy and Partnerships
Email:
indigenous@qed.qld.gov.au