The Issue or Desire
- It was identified at Learning Circle 2 held in Fitzroy Crossing that communities in the Fitzroy Valley required Child Care Qualifications to be able to develop and operate their own child care services.
- Students asked where they could obtain funding to buy hand washing and cleaning materials to use at play group.
- TAFE students asked for the seeds from the paw paws the TAFE lecturer had bought over from Broome for morning tea. There are only a few fruit trees in Fitzroy Crossing. The students wanted to grow the seeds at home.
Actions Taken
Child Care Qualification
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 Kimberley TAFE. Fortunately, the TAFE board was 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 often brought 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. This proved useful due to the absence of model venues for practical placements in the area.
The students are currently able to demonstrate their learning at each block. On days that the children were absent, the students concentrated on looking at theory and working on written tasks. The women’s confidence in writing is currently growing.
The students have been exploring telling 'identity' stories in the Learning Circles. This important teaching and learning exercise has now been included in the Children’s Services course. The students are also enrolled in a short course called Introduction to Traditional Art. The course provides opportunities for creativity and for expressing cultural knowledge. The students utilize materials provided by TAFE to paint and write cultural stories for teaching children about identity, health and well-being.
The teaching faculty at TAFE has been in communication with the state-funded South Metropolitan Youth Link. This organisation delivers 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 could complete the course quicker. It is envisaged that the course could take 2 years to complete.
Teaching Resources
The students and TAFE lecturer discussed the possibilities of teaching the children about growing food plants while at playgroup.
The TAFE lecturer asked the horticultural manager at TAFE (Broome campus) if the women at Bayulu Community could have some paw paw and banana plants to grow with the children at their own homes.
In class, the students developed a program for playgroup, which included:
The students asked to get cleaning supplies so the children could wash their hands before eating at playgroup and at the SRA breakfast program.
During TAFE, the students considered how they could get the supplies needed to provide this learning for the children. Some suggestions:
Marninwarntikurra Playgroup agreed to write an interim grant submission to Cultural Health in Fitzroy Crossing to get the hand washing, food preparation and cleaning supplies, as the students were keen to get started. The play group leaders said they would include all the communities they visit in the application.
The CSO suggested an Early Years activity grant.
Child Care Qualification
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 Kimberley TAFE. Fortunately, the TAFE board was 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 often brought 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. This proved useful due to the absence of model venues for practical placements in the area.
The students are currently able to demonstrate their learning at each block. On days that the children were absent, the students concentrated on looking at theory and working on written tasks. The women’s confidence in writing is currently growing.
The students have been exploring telling 'identity' stories in the Learning Circles. This important teaching and learning exercise has now been included in the Children’s Services course. The students are also enrolled in a short course called Introduction to Traditional Art. The course provides opportunities for creativity and for expressing cultural knowledge. The students utilize materials provided by TAFE to paint and write cultural stories for teaching children about identity, health and well-being.
The teaching faculty at TAFE has been in communication with the state-funded South Metropolitan Youth Link. This organisation delivers 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 could complete the course quicker. It is envisaged that the course could take 2 years to complete.
Teaching Resources
The students and TAFE lecturer discussed the possibilities of teaching the children about growing food plants while at playgroup.
The TAFE lecturer asked the horticultural manager at TAFE (Broome campus) if the women at Bayulu Community could have some paw paw and banana plants to grow with the children at their own homes.
In class, the students developed a program for playgroup, which included:
- Cultural stories from students painting
- Miniature play
- Water play
- blocks
- Hand washing
- Supporting children to prepare morning tea (bread and spreads, paw paw and banana)
- Discussion with children about fruit growing cycle
- Students took plants home to plant with children in the garden
The students asked to get cleaning supplies so the children could wash their hands before eating at playgroup and at the SRA breakfast program.
During TAFE, the students considered how they could get the supplies needed to provide this learning for the children. Some suggestions:
- Cultural Health
- Children’s Services Officer (CSO), Department for Communities (The women were unaware of this department and the potential support available).
Marninwarntikurra Playgroup agreed to write an interim grant submission to Cultural Health in Fitzroy Crossing to get the hand washing, food preparation and cleaning supplies, as the students were keen to get started. The play group leaders said they would include all the communities they visit in the application.
The CSO suggested an Early Years activity grant.
Outcomes
Five blocks of studies have been delivered in Fitzroy Crossing. There is an increase in enrollment - from 8 to 12.
TAFE offers a flexible delivery and incorporate student needs. To be able to bring their children is one of those needs.
Increased student literacy as evidenced 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 their cultural knowledge is a key factor in the growth of 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 team to achieve this objective.
The TAFE teaching staff 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 focus on learning from the natural world which is consistent with Indigenous perspectives.
The students have planned the program for the first playgroup which includes routines for children which support the development of self- help skills and understanding their need to stay healthy. Students will support children in preparing morning tea. Students will also present puzzles, stories and paintings 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 admitted three TAFE students and provided traineeships for them.
One student from Junjuwa seems to be dropping out. There are issues involving alcohol affecting participation and also because she is the only student from her community. Bayulu and Wangkatjunka students have demonstrated competencies in 2 units during their practical placement at Fitzroy Valley Early Learning Centre and at playgroup in their respective communities.
Marninwarntikurra mobile playgroups have sent an application to Cultural Health for some supplies for communities to get started.
Wangkatjungka and Bayulu students (during TAFE classes) have written grant applications to Early Years to request funding for more specific equipment including a small fridge for Wangkatjungka. The application will provide supplies for at least 1 year.
Women included plastic adult sized chairs in their application for use of elders when they visit . Hose and fittings were also requested to enable access to water for hand washing. The Bayulu women requested a tap for the playgroup park area.
Bayulu women will use the equipment and knowledge in other SRA programs in the community, for example, breakfast program for school children and CDEP workers' lunch group as they have the same volunteers and share the same space.
In both Wankatjungka and Buyulu communities, there was much desire to get the plants I bought and the paw paw seeds which were intended for play group use.The TAFE students took the plants for children to plant. Many people in the community are enthusiastic about growing fruit trees.
The TAFE lecturer has spoken to horticulturists about the enthusiasm of community members to grow trees in their own gardens. The traditional way to support communities by the government has been to establish communal gardens, where a few people are responsible for the growing, nurturing and harvesting of produce. If those people responsible leave the community or for other reasons quit, then the whole community is seen to have failed.
It seems worth documenting people’s personal success in growing fruit in their own yards rather than having a large communal garden project fail time and again with every new government initiative.
The next steps
TAFE offers a flexible delivery and incorporate student needs. To be able to bring their children is one of those needs.
Increased student literacy as evidenced 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 their cultural knowledge is a key factor in the growth of 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 team to achieve this objective.
The TAFE teaching staff 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 focus on learning from the natural world which is consistent with Indigenous perspectives.
The students have planned the program for the first playgroup which includes routines for children which support the development of self- help skills and understanding their need to stay healthy. Students will support children in preparing morning tea. Students will also present puzzles, stories and paintings 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 admitted three TAFE students and provided traineeships for them.
One student from Junjuwa seems to be dropping out. There are issues involving alcohol affecting participation and also because she is the only student from her community. Bayulu and Wangkatjunka students have demonstrated competencies in 2 units during their practical placement at Fitzroy Valley Early Learning Centre and at playgroup in their respective communities.
Marninwarntikurra mobile playgroups have sent an application to Cultural Health for some supplies for communities to get started.
Wangkatjungka and Bayulu students (during TAFE classes) have written grant applications to Early Years to request funding for more specific equipment including a small fridge for Wangkatjungka. The application will provide supplies for at least 1 year.
Women included plastic adult sized chairs in their application for use of elders when they visit . Hose and fittings were also requested to enable access to water for hand washing. The Bayulu women requested a tap for the playgroup park area.
Bayulu women will use the equipment and knowledge in other SRA programs in the community, for example, breakfast program for school children and CDEP workers' lunch group as they have the same volunteers and share the same space.
In both Wankatjungka and Buyulu communities, there was much desire to get the plants I bought and the paw paw seeds which were intended for play group use.The TAFE students took the plants for children to plant. Many people in the community are enthusiastic about growing fruit trees.
The TAFE lecturer has spoken to horticulturists about the enthusiasm of community members to grow trees in their own gardens. The traditional way to support communities by the government has been to establish communal gardens, where a few people are responsible for the growing, nurturing and harvesting of produce. If those people responsible leave the community or for other reasons quit, then the whole community is seen to have failed.
It seems worth documenting people’s personal success in growing fruit in their own yards rather than having a large communal garden project fail time and again with every new government initiative.
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 will continue to reflect on practices and ways to improve, using action research model. They will encourage services and students to learn in this way also.
TAFE have had success in the past when they have worked closely with services to maximise students' learning and to support the development of the child care service.
TAFE lecturer 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). We hope to run a play group there and for the women to enrol in a shorter course (non accredited)
The Wangkatjunka and Bayulu communities are keen to improve their existing facilities or start an application to get their own premises. Air-conditioned premises are important and necessary for the extremely hot wet season (November –March).
Plan to speak to Karrayili about supporting another application through the Adult Literacy program. TAFE can ask CSO to visit Bayulu community to support application and explain requirements. The application will also require comprehensive consultation with the whole community, including children. The project coordinators could support the consultation process.
TAFE will continue to work in a holistic way to support the development of the community’s children’s services through cultural understandings and to contextualise TAFE certificate III in Children’s Services.
Continue dialogues with TAFE horticulturists about supporting smaller family gardens first before larger ones. Consult with communities about what they think might work best. Horticulturists at TAFE also propagate bush foods and are interested in investing in a project to grow and harvest these for industry within communities.
Continue gardening theme in TAFE and playgroup. TAFE could provide willing community members disposable cameras to document the process involved in growing fruit trees.
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 will continue to reflect on practices and ways to improve, using action research model. They will encourage services and students to learn in this way also.
TAFE have had success in the past when they have worked closely with services to maximise students' learning and to support the development of the child care service.
TAFE lecturer 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). We hope to run a play group there and for the women to enrol in a shorter course (non accredited)
The Wangkatjunka and Bayulu communities are keen to improve their existing facilities or start an application to get their own premises. Air-conditioned premises are important and necessary for the extremely hot wet season (November –March).
Plan to speak to Karrayili about supporting another application through the Adult Literacy program. TAFE can ask CSO to visit Bayulu community to support application and explain requirements. The application will also require comprehensive consultation with the whole community, including children. The project coordinators could support the consultation process.
TAFE will continue to work in a holistic way to support the development of the community’s children’s services through cultural understandings and to contextualise TAFE certificate III in Children’s Services.
Continue dialogues with TAFE horticulturists about supporting smaller family gardens first before larger ones. Consult with communities about what they think might work best. Horticulturists at TAFE also propagate bush foods and are interested in investing in a project to grow and harvest these for industry within communities.
Continue gardening theme in TAFE and playgroup. TAFE could provide willing community members disposable cameras to document the process involved in growing fruit trees.
Who were the people involved?
- Kimberley TAFE-Broome
- Kimberley TAFE -Derby
- Bayulu women: Ann Yaloot, Lisa Smith, April Jones, Rebecca Smith, Marilyn Cook, Deanne Yaloot,
- Junjuwwa community: Kymica Oscar, June Oscar
- Fitzroy Valley Early Learning Centre: Belinda Collard, Michelle May
- Wangkajanka 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?
Updated: September-December 2007CSO had not developed a relationship with Bayulu Community. Bayulu Community women had never heard of a Children’s Services Officer. New CSO has also indicated Bayulu community is not on her list because they don’t have a registered child care service.
What made a difference?
Updated: September-December 2007
The new CSO is willing to meet and support Bayulu Community and support the development of a service. She is willing to participate in the learning circles and to be a part of a more effective network.
Broome campus of TAFE has a horticultural section and was willing to support the initiative of the students by providing fruit trees for planting.
TAFE lecturer was willing to do extra work to get trees picked up and delivered to students in their respective communities and to respond to initiatives/requests to enable students to proceed as they want and as appropriate.
- Kimberley TAFE -Derby
- Bayulu women: Ann Yaloot, Lisa Smith, April Jones, Rebecca Smith, Marilyn Cook, Deanne Yaloot,
- Junjuwwa community: Kymica Oscar, June Oscar
- Fitzroy Valley Early Learning Centre: Belinda Collard, Michelle May
- Wangkajanka 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 delivery 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
Updated: September-December 2007CSO had not developed a relationship with Bayulu Community. Bayulu Community women had never heard of a Children’s Services Officer. New CSO has also indicated Bayulu community is not on her list because they don’t have a registered child care service.
What made a difference?
- The timing was right, even though many tragedies affected participation at times.
- Commitment from participants.
- Finding an extra lecturer to join the children's services team.
- The learning circle bringing people together; relationships between TAFE lecturers and community women being established.
- Fitzroy Crossing Early Learning Centre staff offering use of their centre.
- Karrayili currently renting space for TAFE.
- TAFE being able to provide transport to students.
- TAFE lecturers' consistent contact with all students kept people motivated.
Updated: September-December 2007
The new CSO is willing to meet and support Bayulu Community and support the development of a service. She is willing to participate in the learning circles and to be a part of a more effective network.
Broome campus of TAFE has a horticultural section and was willing to support the initiative of the students by providing fruit trees for planting.
TAFE lecturer was willing to do extra work to get trees picked up and delivered to students in their respective communities and to respond to initiatives/requests to enable students to proceed as they want and as appropriate.
Reasons for delays
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 displeased because no one from SMYL showed up to deliver the training.
Updated: September-December 2007
Work loads delayed the application written by Marninwarntikura to Cultural Health for cleaning materials.
The CSO officer also was delayed in delivering the application to the TAFE lecturer as she was often travelling away in her job.
TAFE lecturer supported students from Wangkatjunka and Bayulu Communities to write an application for hygiene products as well as chairs to encourage elders to stay and participate.
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 displeased because no one from SMYL showed up to deliver the training.
Updated: September-December 2007
Work loads delayed the application written by Marninwarntikura to Cultural Health for cleaning materials.
The CSO officer also was delayed in delivering the application to the TAFE lecturer as she was often travelling away in her job.
TAFE lecturer supported students from Wangkatjunka and Bayulu Communities to write an application for hygiene products as well as chairs to encourage elders to stay and participate.
What did we in the CCC project do?
The project facilitated learning circles, which fostered a safe and comfortable environment where people's aspirations could be identified and responded to
Ongoing support through teleconferencing and learning circles.
Professional development
TAFE lecturer Quote (Liz Thomas):
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.
Updated: September-December 2007
Ongoing telephone link up and the project supported TAFE lecturers to attend CEIEC annual conference and also present paper on work in Fitzroy Crossing.
CEIEC worked closely with TAFE and have provided a video camera to document change in the communities. The project also provides journal articles, resources and communication support as required.
May 2006
Initial 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 community lost a year of potential training time.
June 2007
Second Block delivered.
Introduced Introdustion to the 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 play group 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 play group 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.
Updated: September-December 2007
November 2007
Sixth Block of study delivered.
Students questioned how they would be able to implement health and hygiene practices without the materials needed in their community.
Request to Marninwarntikura to help write interim submission for products for basic cleaning and personal hygiene.
Requested CSO officer to help with long term application.
TAFE colleagues communicate about potential for gardening program.
December 2007
Marninwarntikura sent application to Cultural Health.
TAFE students completed application for Early Years grant.
Useful links for finding funding and building skills
Initial 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 community lost a year of potential training time.
June 2007
Second Block delivered.
Introduced Introdustion to the 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 play group 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 play group 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.
Updated: September-December 2007
November 2007
Sixth Block of study delivered.
Students questioned how they would be able to implement health and hygiene practices without the materials needed in their community.
Request to Marninwarntikura to help write interim submission for products for basic cleaning and personal hygiene.
Requested CSO officer to help with long term application.
TAFE colleagues communicate about potential for gardening program.
December 2007
Marninwarntikura sent application to Cultural Health.
TAFE students completed application for Early Years grant.
Useful links for finding funding and building skills
Data sources
- Kimberley TAFE-Broome
- Marninwarntikura Women’s Resource Centre
- CCC data files.
- Department for Communities
- Cultural Health Fitzroy Crossing
- Marninwarntikura Women’s Resource Centre
- CCC data files.
- Department for Communities
- Cultural Health Fitzroy Crossing
