1.

The Australian Flexible Learning Framework hosted an indigenous engagement end of year forum in December 2007. Project team presentations are: Improving indigenous e-Governance/TAFE NSW Western Institute; Indigenous ICT: I Can Too!/Indigenous training provider JobTrain WA; Cultural studies with e-Learning /Central Gippsland Institute of TAFE ; Working from our strengths/Kimberley College of TAFE; Making it real /Tropical North Queensland Institute of TAFE; and One mob together /Sunshine Coast Institute of TAFE. There are also two presentations by the keynote speakers, Metta Young and Stephen Hagan.

2.

The 2005 Framework's Indigenous Engagement Project aimed to strengthen the role of Indigenous people and communities in shaping VET provision in very remote, remote, provincial and urban contexts. The Indigenous Engagement Project aimed to increase the demand for and delivery of e-learning in Indigenous communities through the professional development of mentors, promotion of available options, implementation of work plans, as well as the establishment of Indigenous community/organisation and registered training organisation partnerships that will proactively pursue e-learning as a sustainable option.

3.

The Australian Flexible Learning Framework Indigenous Engagement Project commissioned this report on developing a model for the effective delivery of e-learning programs to Indigenous learners by registered training organisations, individuals, communities, and other organisations. The report, which identifies key strategies that have led to positive training outcomes with Indigenous learners, involved a comprehensive analysis of e-learning activity within Indigenous communities across Australia.

4.

The Victorian Aboriginal Education Association Inc (VAEAI) has completed their 2007 Koorie State Training Plan. State education and training priories are:retaining Koories who are at risk of leaving school; increasing Koorie participation in apprenticeships; developing national competency standards and inaugural national qualifications for Aboriginal Health Workers; monitoring Community Development Employment Projects Program (CDEP); assessing the impacts of welfare to work reforms; building confidence in young Kories; and linking training to employment. There will also be a strengthening of the partnership between VAEAI and the Adult and Community Education (ACE) sector.

5.

This report reveals that the most popular apprenticeships and traineeships for indigenous people to December 2004 are Certificate III in Community Service (Aged Care Work); and Certificate III in Children's Services. Women tend to participate in these courses more than men. In the light of this finding, it would be appropriate to promote occupations within community services and health that align to men's traditional roles within their families and communities e.g. mental health, alcohol and other drugs, youth work and afterschool care. Registered Training Organisations (RTOs) may consider hiring male trainers as research suggests that there is a bond created between students and teachers of the same gender. As the median age for Aboriginal and Torres Strait Islander people is 20 years, it would be pertinent to market apprenticeships and traineeships to them. Resources need to be developed about potential career pathways and information about skills shortages and specific business requirements for employees. Barriers to Aboriginal and Torres Strait Islander peoples adopting training programs are: lack of role models; little formal education; low levels of English literacy and numeracy; lack of access to work experience and general health and well being.

6.

The Aboriginal Community Programs (ACP) unit of the NSW Department of Education and Training administers a range of funding programs which assist Aboriginal people gain employment and establish small business. The three sections of the site are: Elsa Dixon Aboriginal Employment Program (ED-AEP); New Careers for Aboriginal People (NCAP); and, Aboriginal Enterprise Development Officer program (AEDO).

7.

This site provides information on: Access and Equity in Online Learning; How Can the Access and Equity Products Help me? and Everyone Online - Tutorial. Each of these topics will lead to(linked) guidelines and research.

8.

This project has been developed in order to initiate national discussions on the relevance of cultural differences in the application of online technologies to VET learning, with particular attention to the needs of Aboriginal and Torres Strait Islander learners, learners with disabilities and learners with English literacy needs. The site provides links for each learning group, which lead to key information and online learning examples.

9.

The Access and Equity Online Learning Project aims to initiate national discussions on the relevance of cultural differences in the application of online technologies to Vocational Education and Training (VET) learning. This section looks at the particular the needs of Aboriginal and Torres Strait Islander learners.

10.

A community based registered training organisation which represents the rights and needs of people of non-English speaking background with a disability and their carers. ADEC provides advocacy, information, referral, education, training and consultancy. The site includes course information, access to the library catalogue and publications and details of programs currently on offer by ADEC.