1985

The Victorian Aboriginal Education Association Incorporated

In 1985 the Victorian Aboriginal Education Consultative Group became incorporated and changed its name to the Victorian Aboriginal Education Association Incorporated (VAEAI). Eight regions were established, the position of Chairman changed to that of President, the Executive Officer to the General Manager.

The new structure took on greater responsibilities and a new direction in Aboriginal Education at all levels. It incorporated the principle of self-determination and self-management and the issue of land rights. The slogan became "Education and land go hand in hand."

The VAEAI continues to be a community-based and controlled organisation that has direct input into the policy formulation, priority setting, programming and evaluation of services administered through the Department of Education, Employment and Training, Aboriginal Affairs and Schools Commission, TAFE and a variety of other educational committees, groups and organisations.

Manega Aboriginal school

Manega Aboriginal school annexe was established by the Goulburn Valley Aboriginal Education Consultative Group,in Gowrie Street Primary school in Shepparton, to give Koorie students the opportunity to be educated in an culturally inclusive environment. It began in 1985 as a grade 5 and 6 composite grade, but after an evaluation of the program, in 1987 it was changed to cater for preps and grade 1.

In 1988 it was extended to grade 3, in 1989 to grade 4, in 1990 to grade 5 and in 1991 to grade 6. It now caters for prep-Grade 6. Manega offers the same curriculum as the mainstream classes within the school, with the exception of Aboriginal Studies being offered to the students once a week.

Aboriginal Tertiary Support Unit (ATSU) Bendigo

The Aboriginal Tertiary Support Unit (ATSU) at La Trobe University Bendigo, was established in 1985 to provide academic and personal support to Aboriginal and Torres Strait Islander students enrolled in any undergraduate or postgraduate course at the University. The ATSU provides careers counselling, financial advice, tutorials, course and entry requirements for new students, computer facilities, tutors and family support. The role of the Unit is to ensure that Aboriginal and Torres Strait Islander students are supported through their study experience within the University and to improve the participation and retention rates of Koorie students.

Report of the Committee of Review of Aboriginal Employment and Training Programs

The Miller report documented the low level of indigenous disadvantage and made recommendations for changes to Aboriginal education and training. The report made the connection between education and employment. It provided evidence that improvement in education and training levels could overcome racism, geographic isolation and cultural difference and produce equal employment outcomes. The review concluded that:

"Low school completion rates have considerably exacerbated Aboriginal employment difficulties and have resulted in a relatively low number of Aboriginal people being able to go on to tertiary and further education." (Committee of Review of Aboriginal Employment and Training Programs 1985, page 197)

Following this review, Mick Miller had discussions with the Commonwealth government that led to the development of a national Indigenous education policy.

Koorie Heritage Trust

The Koorie Heritage Trust was established in 1986 to preserve and promote the Indigenous cultures of southeast Australia. The Trust has cross-cultural education, community outreach, responding to public enquiries, purchasing historic and contemporary Koorie artefacts, preserving artefacts and conducting cultural exhibitions. The Koorie Heritage Trust is involved in the education of both Koories and non-Koories about the cultural heritage of Koories.

This painting features a Mallee sunset in the background while across the foreground is a sea of faces representing Australians today. The wedge-tailed eagle, an important totem to most Koories, hovers above some of our Old people; they are keeping an eye on us to make sure that we are keeping our culture strong. Artist Kevin Williams, Wiradjuri.

Koorie Teacher Education Program, Deakin University, Geelong

VAEAI and Deakin University in Geelong developed the K-TEP program, an action-oriented pilot project with the objective to increase the participation of members of the Aboriginal community in Victoria in higher education. K-Tep was a bridging program that ran concurrently with the student's first year of tertiary study and drew on the development of independent study skills. The DBATE program offered teacher education for students from Batchelor College in the Northern Territory.

1987

Multifunctional Aboriginal Children's Services (MACS) Centres

The Multifunctional Aboriginal Children's Services Centres (MACS) have operated since 1987 to respond to the development needs of the Koorie children rather than the work-related needs of the parent.

The MACS access mainstream funds for operational subsidy and fee relief while special services funds are provided to allow MACS to respond to community needs such as outside school hours care and transport to enable the children to access service. There are MACS Centres located in Mooroopna (Lidje), Echuca (Berrimba), Robinvale, Thornbury (Yappera), Morwell (Gunnai-Lidj), and Lake Tyers (Bung Yarnda).

Hyllus Maris School

The Hyllus Maris primary school was established at Ardmona, near Mooroopna in 1987. The school was set up as a sister school for the Worawa Aboriginal College at Healesville, and catered for primary school children from grade prep-6. The school catered for the needs of the Aboriginal children in regard to their school developmental needs as well as their cultural needs. The school was unable to receive the financial support it needed to remain open and closed in 1992.

The Koorie Student and Liaison Unit, Melbourne University

The Koori Student Liaison Unit was set up in 1987 to support Koorie students who attended Melbourne University. The KSLU also acted as an advocate for Aboriginal and Torres Strait Islander students when they were required to liaise with their faculty or department regarding academic progress, course structuring and enrolment procedure. In 1992, it became the Centre for Indigenous Education.

1988

Report of the Aboriginal Education Policy Task Force

The Department of Employment, Education and Training to make recommendations on Aboriginal Education policy for inclusion in the 1988-89 budget established the Taskforce in 1988. The Taskforce was headed up by Paul Hughes and included Alf Bamblett, Bob Morgan, Rex Garlett, David Rathman, Peg Havren, Ursula Raymond, Bakamana Yunupingu, Jeannie Bell, and Dr R.J Andrews as Senior Consultant. The Taskforce made 59 recommendations and led to the National Aboriginal and Torres Strait Islander Education Policy.

1989

National Aboriginal and Torres Strait Islander Education Policy (NATSIEP)

The Review of Aboriginal Employment and Training Programs report of 1985 and The Aboriginal Education Policy Taskforce, established by the Commonwealth Government in 1988, led to the establishment of the National Aboriginal and Torres Strait Islander Education Policy. Both reports used work previously undertaken by the National Aboriginal Education Committee (NAEC) and State/Territory Aboriginal Education Consultative Groups (AECG's). Following Commonwealth government consideration of these reports, a joint policy was launched in October 1989, endorsed by Commonwealth, State and Territory governments, and came into effect on 1 January 1990.

The AEP sets out 21 long-term goals under the following aims

• Involvement of Aboriginal people in educational decision making.
• Equality of access to educational services.
• Equality of educational participation.
• Equitable and appropriate education outcomes.

The VAEAI informs the way the Department operates. The policy enables a mechanism that allows the State and Commonwealth and VAEAI to co-ordinate and plan around an agreed set of indicators.

This policy has enabled the escalating growth in activity in Aboriginal and Torres Strait Island education in the different states, including Victoria.

Aboriginal Mentor Program

The Aboriginal Mentor Program (AMP) was first established in 1989 as a pilot program. The program aimed to reverse the reactive state of Aboriginal education and promote a pro-active approach to education at all levels within the community by addressing the educational and cultural needs of Koorie students via social interaction and promotion of positive self-esteem.

A Victorian Coordinator was employed to monitor and assist the needs of the Aboriginal Mentor Programs around the State, in conjunction with Local Aboriginal Education Consultative Groups (LAECGs).

Over a period of time, VAEAI designed the AMP to be more in line with the needs and aspirations of LAECGs and made changes to the service delivery of the AMP including the employment of local Mentor Program Co-ordinators.