Training for Life and Healing: The Systemic Empowerment of Aboriginal and Torres Strait Islander Men and Women Through Vocational Education and Training

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Indigenous Education Pub Date : 2019-12-01 DOI:10.1017/jie.2018.5

A. Stephens, D. Monro

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引用次数: 5

Abstract

This paper integrates the findings of two evaluations into the effectiveness of human health workforce training delivery and outcomes. In the period 2012–2015, Wontulp-Bi-Buya College ran the Certificate III in Addictions Management and Community Development and the Certificate IV in Indigenous Mental Health: Suicide Prevention. The key findings are presented under three thematic areas: personal to community wellbeing, enrolment and completion and withdrawal and employment and voluntary sector engagement. The outcomes of both evaluations are combined to build a picture of successful course delivery, satisfaction and completion rates that well exceed the national average. The significant contribution the authors draw from these is the problematisation and theorising of the concept of ‘empowerment’. A term claimed by the College in its mission statement, the term ‘systemic empowerment’ has been co-developed with the College to both reclaim the concept of empowerment and to make sense of the personal and collective empowerment approach that serves as a framework for the trainer's pedagogy and course structures. Systemic empowerment contributes to the Colleges’ theory of change to tackle very important contemporary social and political issues holistically and at their root and serves as an important model of adult vocational education and training for Aboriginal and Torres Strait Islander people

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生命和康复培训：通过职业教育和培训系统地增强土著和托雷斯海峡岛民的能力

本文将两项评估的结果纳入人类卫生工作者培训的有效性和结果中。在2012-2015年期间，Wontulp Bi Buya学院获得了成瘾管理和社区发展三级证书和土著心理健康：自杀预防四级证书。主要研究结果分为三个主题领域：个人与社区的福祉、入学、完成和退出以及就业和志愿部门的参与。这两项评估的结果结合起来，形成了一幅成功完成课程、满意度和完成率的图景，远远超过了全国平均水平。作者从中得出的重要贡献是“赋权”概念的问题化和理论化。学院在其使命声明中声称，“系统赋权”一词是与学院共同开发的，目的是重新树立赋权的概念，并理解作为培训师教学法和课程结构框架的个人和集体赋权方法。系统赋权有助于学院的变革理论，从整体和根源上解决当代非常重要的社会和政治问题，并成为原住民和托雷斯海峡岛民成人职业教育和培训的重要模式

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.