What changed and how
The Issue or Desire
- It was identified at the second learning circle, in Fitzroy Crossing, that communities in the Fitzroy Valley required Child Care Qualifications to develop/operate their own childcare services.
Actions taken
- Discussion amongst Fitzroy women and a TAFE lecturer during a learning circle at Fitzroy in March 2007 culminated in some of the women indicating they would like to undertake child care training at TAFE. Fortunately, TAFE were able to respond immediately and worked with the women to organise enrolment into Certificate III in Children's Services. It was agreed that the TAFE delivery would take the form of one week blocks once a month. It was of great benefit to the TAFE children's services program to build student numbers in this way.
- The lecturer who would deliver the training contacted the potential participants via telephone or road mail to confirm attendance and to provide dates for the first learning block.
- It was agreed that the lecturer would pick up the students from their communities and transport them to the learning area.
- The learning area was provided by the Fitzroy Crossing Early Learning Centre, which was closed for business at the time due to qualified staffing issues. This venue proved quite suitable as students bring their children to class and a child friendly environment was needed.
- This location was used for the first two blocks of study and assimilated an early childhood setting to facilitate practical experience, which is useful in the absence of any models in the area for practical placements.
- Some days the children didn't come so students concentrated on theory and written work at these times. The women's confidence in writing is growing; they are able to demonstrate their learning at each block. The college aims to provide a solid training which is recognised throughout Australia.
- The college is also respectful of cultural perspectives on child rearing practices and invite a sharing of knowledge in class time. Students present posters and materials written in their first language and explain it in English for the purposes of assessment.
- The learning circle has been exploring the telling of stories of identity and TAFE have been able to include this important work in the children's services course. TAFE have enrolled the students in a short course called introduction to traditional art.
- In this course, TAFE provide the setting and materials for students to paint and write cultural stories for teaching children about identity, health and well-being. The Traditional Art course is woven into the children's services course, providing a creative component and a way to express cultural knowledge.
- TAFE have also been in communication with the state funded SMYL organisation, who are delivering short children's services courses in the Fitzroy Crossing area. It may be possible to credit some of the course with SMYL to the TAFE course so the women get through it quicker. It is envisaged the course could take 2 years to complete.
Outcome
- Five blocks of studies have been delivered in Fitzroy Crossing, with an increase in participants from 8 to 12. TAFE offers a flexible delivery and incorporates student needs. To be able to bring their children is one of those needs.
- Student literacy is increased and is evident by the quality of the written assessments presented. There is also a marked improvement in the students' contribution to the classroom discussion as the relationship between students and lecturer becomes stronger and more trusting. The valuing of cultural knowledge is a key factor in growing students' confidence.
- Students have produced a number of art pieces and stories, which they are keen to publish. TAFE will work with the learning circle core team to explore this outcome.
- TAFE are also working closely with the Marninwarntikura mobile playgroup coordinators and students to establish a playgroup at the Bayulu community.
- Both TAFE and the mobile play group have a focus on learning from the natural world, which sits well with Indigenous perspectives, as we have come to understand.
- The students have planned the program for the first playgroup which includes routines for children, which support the development of self help skills as well as understanding their need to stay health. Students will support children to preparing morning tea. Students will also present puzzles made, and the stories and painting prepared during study blocks.
- The TAFE lecturer recently used the learning circle bush meeting in July 2007 as an opportunity to further explore the students learning journey.Working in this collaborative way means there is consistency between the content that is explored in the learning circle and the TAFE course.
- TAFE also work with the Fitzroy Crossing Early Learning Centre staff since they have employed a coordinator. The service has accepted three TAFE students and provided traineeships for them (one was an early school leaver).
- One student from Junjuwa seems to be dropping out. There are issues involving alcohol affecting participation and also perhaps because she is the only student from her community. Nothing is currently happening at their child care centre.
The next steps
- TAFE aims to continue to respond respectfully to community needs. Delivery of Certificate III in children's services, and the development of playgroups in communities is a response to identified desires to create change.
- Delivery will combine a mixture of classroom sessions and on the ground practical experience. Communities will have the added bonus of developing their own services from their own cultural perspective as well as gaining knowledge and qualifications from TAFE.
- TAFE lecturers who are part of the CCC Learning Circle and are working in an action research model will continue to reflect on practices and ways to improve. They encourage services and students to learn in this way also.
- TAFE have had success in the past when they have worked closely with services and students to maximise the learning for students and to support the development of the child care service.
- Lecturers visited the student from Junjuwa. Student agreed to ask other women from the community to meet one afternoon when the TAFE lecturer was in town at the Murra Murra child care centre (not currently running).They will try to run a play group. The women could enrol in a shorter course (non accredited).
Tracking the change, tracking the learning
Who were the people involved?
- Kimberley TAFE-Broome
- Bayulu women: Ann Yaloot, Lisa Smith, April Jones, Rebecca Smith, Marilyn Cook, Deanne Yaloot,
- Junjuwa community: Kymica Oscar, June Oscar
- Fitzroy Crossing Early Learning Centre: Belinda Collar, Michelle May
- Wangkatjungka community: Olive Knight, Delaney Cox, Noelia Jack
- 8-Mile community: Robyn Shaw, Kallarney Munday
- Marninwarntikura Womens Resource Centre: June Oscar, Shaha Bin Sulaiman, Lisa Capewell
- Child, Carer & Country project team
- Karrayili Adult Learning Centre
What needed to be challenged?
- Students needed to be assured that the delivery of the training would be tailored to suit their needs and learning styles
- Finding suitable TAFE lecturer to support an increasing demand for deliver in the West Kimberley
- Find a venue to learn in
- Transport
- Availability of accommodation for visiting lecturer during busy tourist season.
- TAFE wanted to keep the Junjuwa student engaged. Needing to find another way to support her.
Previously, when TAFE was invited to Fitzroy Crossing to deliver training to 8-Mile community and Junjuwa community completion was unsuccessful because:
- After the lecturer commenced the orientation process in 2006, she was notified by the coordinator of Junjuwa community that there had been a number of deaths/suicides and that it was not a good time to undertake study.
- 8-Mile community later cancelled their training saying that SMYL had come to the community and offered free training. The Coordinator also said that the children's Services Officer from the then Department for Community Development had told the students that they were not smart enough to do the TAFE course. The 8-Mile community also told this story to the CCC project and was very annoyed because no one from SMYL showed up to deliver the training.
What made a difference?
- The time was right, even though many tragedies in the local Indigenous communities still affected participation at times.
- Commitment from participants
- Finding the resources and recruiting an extra lecturer to join the children services team through the networking made possible by the CCC Learning Circle
- The CCC Learning circle brought people together and created a space where relationships between TAFE lecturers and community women was established
- Fitzroy Crossing Early Learning Centre staff offered the use of their centre.
- Karrayili renting space for TAFE
- TAFE were able to provide students with transport.
- Constant contact with all students helped keep people motivated.
What did we in the CCC project do?
- The project facilitated Learning Circles, and the associated networking which fostered a safe and comfortable environment where peoples aspirations could be identified and responded to.
- Ongoing support through teleconferencing and Learning Circles
- Professional development for those involved. As a TAFE lecturer explained:
- The Learning Circles have provided valuable opportunities for women from Derby, Broome, Baylu, Eight Mile, Junuwa and Fitzroy to come together and discuss their goals and aspirations for their communities with various local agencies and TAFE WA, Broome campus. From a TAFE point of view, the learning circle has proved to be an excellent opportunity to build relationships and ascertain the training needs of the some of the women in these Communities.
- It has been very useful for TAFE lecturers to participate in the Learning Circles. Lecturers have been very inspired by the process Melbourne University used to work with the women during the learning circles. The learning journey has centred on the importance of language and building identity through the process of story telling. The project has invited the use of traditional painting and drawing to encourage the women to express their stories, culture and their knowledge. Following these learning circles the TAFE lecturer has provided similar opportunities for the women to relate their stories during the TAFE sessions on children's health and well being.
- This action research project is an important opportunity for TAFE lecturers to document their work with Indigenous students and critically reflect on their practice and theory with lecturers from Melbourne University. Given the deeply complex challenges faced by Communities in the Western Kimberley. TAFE lecturers have benefited from being able to discuss these complex issues and challenges with such experienced and insightful educators.
Timeline of events
May 2006Initial contact with Fitzroy Crossing Communities for orientation to course
March 2007
Learning circle in Fitzroy Crossing. Fitzroy Valley required Child Care Qualifications to develop/operate their own child care services.
TAFE was notified by the coordinator of Junjuwa community that there had been a number of deaths/suicides and that it was not a good time to undertake study.
8-Mile community later cancelled their training saying that SMYL had come to the community and offered free training. The Coordinator also said that the Children's Services Officer from the then Department for Community Development had told the students that they were not smart enough to do the TAFE course.
April 2007
Communication between TAFE and communities to establish a time of delivery.
May 2007
First study block delivered.
The 8-Mile community told the CCC project that the children's services officer said the TAFE course was too hard for them to do and that they should do the course with SMYL. The coordinator was annoyed because no one from SMYL showed up to deliver the training. The community lost a year of potential training time.
June 2007
Second Block delivered.
Introduced the subject, 'Intro to traditional Art'.
July 2007
Third Block delivered.
Mobile play group commenced and collaboration with TAFE and came to a class to meet
August 2007
Fourth Block delivered.
Students decided to start playgroup up and asked Mobile playgroup to help.
TAFE lecturer got agreement to try another way to get participation from the student from Junjuwa. The student will try to rally other mothers to join a playgroup session in September.
September 2007
Fifth Block of Study delivered.
First play group on the 22 September at Bayulu.
First Play Group at Murra Mura in Junjuwa is proposed.
Data sources
- Kimberley TAFE-Broome
- Marninwarntikura Women's Resource Centre
- CCC data files.
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