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  1. Rod Reeve
    Rod Reeve September 28, 2016 at 12:18 pm

    Thanks Bob, for highlighting the ODE/DFAT ‘Investing in Teachers’ report. Readers might be interested in current research within remote Aboriginal and Torres Strait Islander communities, on the CRC’s Remote Education Systems project. Many of the findings of ‘Investing in Teachers’, and your blog comments resonate with our experiences in remote Australia, where the key findings from this five-year research project are:
    1. Teacher quality is not the main issue for remote schools, but ensuring teachers have the right qualities is fundamentally important.
    2. Education should support local aspirations for culture, land, language and identity.
    3. ‘Success’ is defined as parent and community involvement in school.
    4. Imposed quick fix solutions (such as attendance strategies) are most effective where there is community engagement
    5. Community engagement is important, but engagement must have benefit for parents and students in order to be effective.
    6. Schools with more resources tend to get better outcomes.
    7. The premise of ‘remote Indigenous disadvantage’ is not supported by remote community members.
    8. Contrary to popular belief, there are plenty of jobs for school graduates to take in remote communities, but the pathway from school to work is unclear.
    9. Schools with higher proportions of non-teaching staff get better results.
    10. Too little is known about the impact of boarding schools – policies developed in an evidence-base vacuum can be potentially harmful for students and communities, unless there are opportunities for students on return to the community.

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