Marcia Langton: 'bolt-on' system a letdown

INDIGENOUS education has been let down by a dysfunctional series of marginal programs, experiments and "bolt-ons".

INDIGENOUS education has been let down by a dysfunctional series of marginal programs, experiments and "bolt-ons" to the larger school system, which has led to a culture of low expectations among education bureaucrats and schools, according to leading indigenous scholar Marcia Langton.

In a speech delivered last night at the Centre for Independent Studies, Professor Langton called for partnerships between indigenous communities and high-performing schools to lift academic standards and strengthen local schools, particularly in remote areas.

Professor Langton, foundation chair of Australian Indigenous Studies at the University of Melbourne, says targeted funding for indigenous education should only be provided to schools that have formed partnerships with indigenous communities.

"Allocated 'indigenous education' funding would no longer be available to non-participating or low-performing schools who were not involved actively in partnerships with indigenous families and communities," the speech says.

"The past lack of co-ordination of approach to tackle the problem has led to a culture of low expectation in education bureaucracies and schools. There has been significant resource dissipation, constant experimentation, underfunding, and no agreement on the way forward. In the absence of a systemic approach to change, experimentation has been rife with what are known as 'bolt-on' programs being constantly foisted on already under-resourced and understaffed schools."

Professor Langton says indigenous people across the nation are shocked by the academic standards in their local schools, which are becoming increasingly apparent as growing numbers of indigenous children attend high-performing schools on scholarship programs like the Australian Indigenous Education Foundation or the sport-orientated Clontarf Foundation. "Many have expressed shock that the reports from their local school bear little resemblance to the child's actual academic level when they start at a boarding or day school in a capital city," she says.

Professor Langton says nothing happens in indigenous communities unless there is local ownership of the change, and proposes that governments provide the resources and regulations for indigenous communities and families to form partnerships with their local school, a high-performing state or independent school, locally or interstate, to find the right "fit".