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Examples of Projects and Programs

These are examples of facilitated change undertaken with and between Aboriginal communities and government or private enterprise entities or a combination or both Using the Walk Together Design

  • 1995 – 2001: Devising the model for, and undertaking on-going monitoring and responding during the implementation phase of the Gumala Mirnuwarni Education Project in Karratha and Roebourne (Western Australia). Stakeholders were the Polly Farmer Foundation, Hamersely Iron, Dampier Salt, Woodside Off-shore Petroleum, the Roebourne-Karratha Aboriginal communities, DEET and the Department of Education (WA). This model, now called Follow the Dream, has since been implemented in over 20 schools across Australia through the Polly Farmer Foundation with 729 Aboriginal students graduating to tertiary studies, traineeships or other employment (see http://pff.com.au/outcomes/student-destinations/)
  • 2000 – 2005: Devising the model of, and undertaking on-going monitoring and responding during the implementation phase of the Swan Nyungar Sport Education Project (SNSEP) at Balga Senior High School, Western Australia. Stakeholders were the Department of Education (WA), Hamersely Iron, Dampier Salt, Woodside Off-shore Petroleum, the Nyungar community of Western Australia, The Smith Family and Newmont Mining. Around 500 Aboriginal students, mainly Nyungar, have participated with attendance rates in around 75% (very high for Aboriginal students), an average of six students per year completing Year 12, and retention to Year 11 currently above 70%.
  • 2004 – 2005: In the Ngaanyatjarra Lands, reviewing a failed Memorandum of Understanding (MoU) between the Ngaanyatjarra Council and the Department of Education (WA) and developing and striking a Shared Responsibility Agreement (SRA) to replace the failed MoU. The review suggested a model, since implemented, of individual community schools reporting to a Campus Principal. A major reason was to attempt to standardise educational offerings across the Lands to meet the needs of a transient population.
  • 2005 – 2007: Development of Fortescue Metals Group Vocational Training and Employment Centre (FMG VTEC) in the Pilbara Regions of Western Australia involving negotiations with four Language Groups, Education and Training entities in Hedland and Newman, and FMG personnel. The key to the success of this project was the way in which Indigenous people were involved in the outset in conceptualising its structure – rather than as a building for training, the concept focussed more on overcoming the Social Determinants that prevented Indigenous people from accessing either training or employment. To date, in excess of 600 Aboriginal people have been involved in the FMG VTEC with high rates of placement in positions
  • 2007 – 2009: Working with the Northern Territory Department of Education to strike 15 Remote Learning Partnership Agreements, one with each of the 15 largest remote communities in Northern Territory. A total of 13 Agreements were achieved between the divergent cultures of the bureaucratic agency and its rules and the individual communities and individual obligations. The two not achieved were the result of Federal Government Agreements which took precedence over the Territory efforts.
  • 2010-2012: Alcohol Management Plans in the Northern Territory as a consequence of the NTNER. Seven communities were visited and participated in developing individual plans to manage alcohol consumption in communities around Katherine and Mataranka, as well in Maningrida. The overall goal was to allow these communities to take the authority and responsibility for alcohol consumption in the communities. Three decided total prohibition was the answer, while four opted for limited consumption through licenced premises in the communities. Each of these plans is available for viewing by contacting CSCPL. But as is explained below, the responsible Ministers would not permit alcohol licences in communities. CSCPL argued the consequences of prohibition (binge drinking, grog-running, alternative drugs to alcohol among them) create even more damage. Our arguments fell on deaf ears.
  • 2010 – 2011:  Working with the WA Education Department to facilitate 17 school/community partnerships. These were all achieved as required, and a review suggested the major gain was to link individual schools more closely with their community members.
  • 2011-2015: Working in the Northern Goldfields of Western Australia with Wiluna Remote Community School, Leonora District High School and Menzies Primary School to introduce a new model of community participation in school governance. The model used an Aboriginal Advisory Group and messengers, the aim always being to engage and increase participation of rates of adults, which would encourage students to attend.  Results in mid-2015 showed an increase of 7% in attendance for Wiluna, 12% for Leonora and 2% for Menzies, the latter already having good rates over the period of the work.

CSC takes considerable pride in the fact that Gumula Mirnuwarni, SNSEP and FMG VTEC started in 1997, 2002 and 2005 respectively. They continue to this day as partnerships between various stakeholders, and with strong Indigenous participation in all aspects of each Program.