GOVERNMENT RESPONSE

TO THE

RECOMMENDATIONS

OF THE

HOUSE OF REPRESENTATIVES STANDINGCOMMITTEE ON ABORIGINAL AND TORRES

STRAIT ISLANDER AFFAIRS INQUIRY INTO

ABORIGINAL AND TORRES STRAIT ISLANDERLANGUAGE MAINTENANCE

REPORT

"A MATTER OF SURVIVAL"JUNE 1992

DECEMBER 1992

Preamble

An awareness of the importance of language and literacyissues has been increasing over the last decade andAustralia's cultural vitality is new enhanced by the manylanguages spoken in our community. Similarly, thelanguages of Aboriginal and Torres Strait Islanders arenow re^ei mcj recessary and long overdue accentit- :

A key development in this regard was the landmarkAustralian Language and Literacy Policy (ALLP), which wasreleased in August 1991 by the then Minister forEmployment, Education and Training, the Hon. JohnDawkins. This policy outlined arrangements for anational collaborative effort to improve our language andliteracy achievements in the 1990's. Significantly, theALLP included provisions to preserve, protect and promotethe rights of indigenous Australians to use and developAboriginal and Torres Strait Islander languages.

Australian Aboriginal languages are linguistically andphilosophically complex. They are a major vehicle forexpressing Aboriginality and Aboriginal ways of thinking.They are a symbol of identity for many Aboriginal people,being central to their self-esteem, cultural respect andsocial identification. The National Report of the RoyalCommission into Aboriginal Deaths in Custody (RCIADIC),made abundantly clear the unequal and disadvantagedposition of Aboriginal and Torres Strait Islander peoplein our society at all levels. Recommendations recognisedthat there is a vital need for Government and fundingbodies to reflect the importance of Aboriginal languagesin the provision of funds to Aboriginal communities andorganisations (Rec 55), In addition, recommendations 99and 100 of the RCIADIC underline the necessity ofrecognition of language differences in the treatment ofAboriginal and Torres Strait Islander people in thejustice system.

This report also stressed the importance of thereconciliation process which the Government initiated in1990. In the process of reconciliation, nothing will bemore significant than the steps taken to ensure that allAustralians have a better understanding about Aboriginalpeoples, their cultures, their languages, their historyand contemporary society.

Under the Australian Language and Literacy Policy (ALLP),the Commonwealth adopted a National Aboriginal Languageand Literacy Strategy , to supplement other initiativesunder the ALLP and to target the special language andliteracy needs of Aboriginal and Torres Strait Islanders.The Government has accordingly made a substantialfinancial commitment to this area, whereby the totallevel of funds devoted to Aboriginal languages andliteracy initiatives increased from over one millionJ.Oij.i3.rs in iiy i , to we.i.i in exesss cii e i on t mii 11on

This important national strategy contains threecomplementary elements: the Aboriginal LanguagesInitiatives Program; the Aboriginal Languages EducationStrategy and the Aboriginal Literacy Strategy. Theselatter two strategies will be implemented by theDepartment of Employment, Education and Training (DEET) ,through the National Aboriginal and Torres StraitIslander Education Foiicv \AEP) from the beginning of

Under the National Aboriginal Language and LiteracyStrategy, effective responses to Aboriginal languages andliteracy needs are now being developed, including:

measures aimed at encouraging the use of Australia'sAboriginal languages;

measures aimed at ensuring Aboriginal literacy inEnglish is raised to a level commensurate with allother Australians; and

effective arrangements to allow Aboriginal people tomake decisions about Aboriginal languages andliteracy issues.

In accord with this last point, and with the agreement ofthe Aboriginal and Torres Strait Islander Commission(ATSIC), the Aboriginal Languages Initiatives Program wastransferred from DEET to ATSIC on 1 July 1992.

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Recommendations and Responses

1. The Commonwealth fund a language awareness campaignaimed at assisting all Aboriginal and Torres StraitIslander communities with living traditional languages todraw attention to the dangers posed to languages evenstrong languages. It should be integrated into theproposed network of regional language committees andshould be primarily directed at self-help. Communitiesshould be assisted in identifying steps they can take tostrengthen their language and where training and otherassistance may be obtained. Funding should be inaddition to that proposed for the regional languagecommittee network.

1. An Aboriginal languages public awareness campaign isplanned to commence later this year. This campaign, tobe arranged by ATSIC, will be specifically aimed atpromoting the network of regional Aboriginal languagecommittees as a source of assistance to communitieswishing to strengthen their languages.

A promotional campaign for the AEP, to be managed byDSET, is also planned to commence later this year. Oneof the campaign objectives will be to increase the levelof participation of Aboriginal people in the AEP process.This campaign, will also promote the role of theAboriginal Languages Education Strategy, an integral partof the AEP, in strengthening Aboriginal languages at thecommunity level.

Both public awareness campaigns will be resourced fromadministrative funds not language program funds.

2. The nature and importance of Aboriginal and TorresStrait Islander languages should be highlighted ingeneral public education activities conducted byCommonwealth, state and territory authorities concerningAboriginal and Torres Strait Islander people and theirculture particularly in areas where traditional languageis still used.

2 . A secondary role of the ATSIC public awarenesscampaign will be to create an awareness of the importanceof language maintenance among all Australians.

The DEET managed promotional campaign will also be aimedat raising the awareness of the wider community to AEPachievements. In addition, it will specificallyincorporate recognition of the nature and importance ofAboriginal and Torres Strait Islander languages (andculture} which has been a major focus of the NationalReconciliation and Schooling Strategy. This strategy,which recognises the importance of Aboriginal and TorresStrait Islander languages and culture,includes:

the development of Aboriginal studies curricula andassociated materials ror all Australian students ;

the development of teacher education courses andteacher pre-service and m-service training topromote greater sensitivity towards Aboriginal andTorres Strait Islanders ;

the Sister Schools Scheme designed to promotegreater direct contact between Aboriginal and TorresStrait Islander students and other Australianstudents to promote the process of reconciliation;and

the development of local strategies in schools withAboriginal and non-Aboriginal students to promote agreater understanding by all students of the localAboriginal community and its history.

3. The Commonwealth ensure that trainee BRACS operatorsare encouraged during training to make greater use oflocal languages in their programming. The programcontent should continue to Jbe decided by the community.

3. ATSIC recognises that a uniform coherent approach toBRACS training is needed and this will be addressedthrough the development of new policy guidelines. Wherelocal programming has been regular, it has often beenpresented in local Aboriginal and Torres Strait Islanderlanguages. ATSIC strongly supports the continuation ofcommunity choice in program content.

4. The Commonwealth should review the existingresources available through BRACS so that greater use canbe made of this facility. The ongoing training ofoperators and maintenance arrangements for BRACS shouldalso be reviewed to maximise their effectiveness.

4. An ideal operational BRACS model has been developedby ATSIC to facilitate the more effective use of BRACSfacilities. After the implementation and trialling ofthis model in various locations, it is expected that areview will lead to a more efficient employment of fundsand that training programs will be initiated in responseto identified needs and priorities.

5. The Commonwealth undertake a campaign to ensure thatcommunities and agencies are aware of the need to employtrained Aboriginal and Torres Strait Islander languageinterpreters where appropriate.

5. The Aboriginal languages awareness campaign whichATSIC will be undertaking will include information on theneed to employ Aboriginal and Torres Strait Islanderlanguage interpreters wnere appropriate.

6. Agencies reliant on Commonwealth funding be fundedfor the employment of Aboriginal and Torres StraitIslander language interpreters where appropriate.

6. The need for Aboriginal and Torres Strait Islanderlanguage interpreters, where appropriate, is recognised.Commonwealth programs for Aboriginal advancement enable"-T".oyment of interpreters by funded organisations >;ner;~nis is required. However, the funding implications ofencouraging the widespread use of interpreters, needcareful consideration.

7. Government agencies use interpreters when talking toAboriginal and Torres Strait Islander communities whereStandard Australian English is not the vernacular.

8. Government agencies use translators whereappropriate to ensure information they send to Aboriginaland Torres Strait Islander communities is deliveredeffectively.

7. & 8. Interpreter and translation services arealready available to Commonwealth agencies. The plannedAboriginal language awareness campaign will encourage thewidespread use of interpreters when dealing withAboriginal and Torres Strait Islander people andcommunities.

9. Government agencies pay a skill loading to staff,other than interpreters, who have interpreter trainingand who may be called upon to interpret in their normalwork.

9. The Linguistic Availability Performance Allowance(LAPA), is already available to Commonwealth staff whohave second language abilities (including Aboriginal andTorres Strait Islander languages) and make use of thisknowledge in their normal work.

10. The Commonwealth establish under ATSIC a separatenational interpreter service for Aboriginal and TorresStrait Islander languages to ensure that people havereliable access to trained interpreters and translators.The service should be separately funded. Because of thenumber and geographic distribution of language speakers,a networJc service utilising existing Aboriginal andTorres Strait Islander language resources where possible,would be most appropriate.

10. ATSIC will research the viability of establishing anational interpreter service for Aboriginal and TorresStrait Islander languages.

11 snould be noted that some mtsrorster servicss exis t.The DeDartment of Social Security has established an

Aboriginal and Torres Strait Islander Interpreter Servicewhich has been operating since 1989. The Serviceprovides information to and from Aboriginal and TorresStrait Islander people in their own language. Theprovision of interpreters aids communication and ensuresAboriginal and Torres Strait Islander clients are awareof their obligations and responsibilities in respect oftheir DSS entitlements. DSS currently employsinterpreters on a contractual part-time basis througheight Regional Offices. The Service has been extended toinclude an additional five Regional Offices following anexpansion in this item announced in the Budget.The languages commonly used in each Regional Office areas follows:

Western AustraliaKalgoorlie WangkatjaBroome/Derby Karajarri, Pidgin, Walmajari, KriolKununurra Miriwung, Jaru, Graj irrawung, Kitj aSouth Hedland Nyangumarta, Many j ilyarra, Kariyarra•

Ngaria, Nyamal

Norxhern TerritoryAlice Springs Mutpara, Junityan, Jarriman(Yarriman),

Yinning, Gooniyan, Kukatj aWarumungu, Alyawarre, Eastern & WesternArrente, Kaytej, Anmatyerre,Pintupi/Luritja, Mgaanyatyarra, Arrente,Pitjanjatjara

Katherjne Wardiman, Jowan, Myalli, Gupupunya,Gurindj i, Nyman, Kriol.

Other organisations have established local interpreterservices. For example, the NT Government, the Institutefor Aboriginal Development (IAD)and the Perth AboriginalMedical Service are all involved in providing interpreterservices at a local level.

11. In implementing recommendation 99 of the Report ofthe Royal Commission into Aboriginal Deaths in Custody, astronger obligation be imposed on courts to establish aperson's fluency In Standard Australian English indetermining the need for an interpreter. This wouldinclude translating Aboriginal English where required.

11. This recommendation is supported in principle,although the Commonwealth is not in a position to directcourts. The Commonwealth Attorney-General's Departmenthas been provided funding to develop a program for theuse of interpreters for Aboriginal people in the courts.The program involves liaison and consultation withAboriginal groups, State, and Federal Courts and legalbodies including Aboriginal Legal Services.

In addition, the planned Aboriginal languages awarenesscampaign by ATSIC will strongly encourage the use ofinterpreters in situations such as this.

It is noteworthy that ir. responding to the NationalH.eport cf the Royal Commission into Aboriginal Deaths :Custody, ail State and Territory governments indicatedtheir agreement and endorsement of recommendation 99.Several States have already implemented proceduresaddressing this issue.

The Minister for Higher Education and Employment Servicesin co-operation with the relevant state and territoryministers ensure that:

12, All teachers are adequately prepared by pre-servicetraining to appreciate the special needs of Aboriginaland Torres Strait Islander students. This should includea general ±>aofcground in Aboriginal and Torrea StraitIslander culture, the history of ATSI people and theirplace in modern Australian society. This preparationshould ensure that future teachers are trained tofunction sensitively and Jcnowledgeably in cross-culturalsituations and are aware of the socio linguisticdifference of Aboriginal and Torres Strait Xslanderstudents including these speaking Aboriginal English,

12. This recommendation is consistent with AEPprinciples and tertiary institutions may therefore applyAEP funds to these developments.

One of the main elements of the National Reconciliationand Schooling Strategy is the development of consistentand appropriate formal teacher education courses andteacher pre-service and in-service training. Two majorstrategies to improve teacher sensitivity and awarenessof Aboriginal issues have been developed. These are:

a consistent approach to the coverage 'of"Aboriginalissues in formal teacher training courses inAustralia's higher education institutions withparticular emphasis on appropriate coverage inteaching methods elements of such courses; and

a consistent approach to all teacher induction/pre-service and in-service training programs that arerun by State/Territory education departments andother school systems (i.e. Catholic educationsystems).

Funds have already been made available from Projects ofNational Significance (PNSS for the Queensland Departmentof Education to manage and co-ordinate a national projecton improving teacher pre-service and in-service training.This pronect is geared towards the development of anappropriate approach and modularised materials tosensitise teachers about Aboriginal issues for use inteacher pre-service and in-service courses in ail Statesand Territories.

Higher education institutions delivering teachereducation programs are also expected to address theseissues in their Aboriginal Education Strategies, whichform part of their institutional profile documentation.

13. More specialised training is provided to teachersbefore they are posted to more traditional communities.This should be followed up with in-service training toprovide further specialist skills development whileworking in communities and other remote schools.

14, Teachers in remote community schools where thevernacular is other than English should have priortraining in teaching English as a second language. Whereteachers with specialist training in English as a secondlanguage are not available, departments should developand implement appropriate in-service training. In-service training is needed for teaching assistants aswell.

13. & 14. While these matters are primarily theresponsibility of State/Territory governments, theCommonwealth is seeking to progress developments throughthe funding of projects under the National Reconciliationand Schooling Strategy outlined in the response toRecommendation 12. The Commonwealth has also drawn tothe attention of schooling systems its priority ofsupport for Aboriginal languages education activitiesduring negotiations for the 1993-95 AEP triennium fundingprocess.

15. The Minister for Higher Education and EmploymentServices in cooperation with the relevant state andterritory ministers and tertiary institutions ensure thattertiary institutions provide more suitable programs forstudents from remote or traditional communities eitherthrough support for students while residing in urbanareas or the provision of external studies.

15. This recommendation is supported in principle.However, a Review of Alternative Modes of Delivery inHigher Education scheduled to report by the end of 1992.The Review Committee has been appointed to report on waysto improve access to higher education programs and coursematerials which encompasses those difficultiesencountered by Aboriginal and Torres Strait Islanderstudents. The Committee has commissioned a number ofstudies which will provide information it needs indeveloping its recommendations. The studies will beundertaken by teams of consultants from variousinstitutions and organisations and will include:

an evaluation of the use and potential of video-conferencing facilities within the higher educationsector•

effectiveness and potential of state-of-the-arttechnologies in the delivery cf higher education;

overseas experience in non-traditional modes ofdelivery m higher education;

use of technology to deliver higher education in theworkplace.

Relevant recommendations from "a Matter of Survival",specifically recommendation 15, will be drawn to theattention of the Review Committee by DEET.

16. The Minister for Higher Education and EmploymentServices ensure that adequate resources are madeavailable to training institutions providing Aboriginaland Torres Strait Islander remote area teacher educationto meet the growing demand for such training and toensure the maintenance of accreditation standards.

16. Commonwealth funding for higher educationinstitutions takes the form of block operating grants.Each institution's operating grant provides for aspecified level of student load according to their agreedprofile. Institutions retain the flexibility to decidethe level of funding allocated to individual courses.However, the Commonwealth does recognise that there aregenerally higher costs involved in providing support forAboriginal and Torres Strait Islander students.Additional funds for this purpose are provided as part ofoperating grants and if an institution is servicingAboriginal and Torres Strait Islander students fromremote areas {as does Batchelor College through itsRemote Area Tertiary Education), this is taken intoaccount when support cost funding is allocated.

The Minister for Higher Education and Employment Servicesin co-operation with the relevant state and territoryministers and teacher training institutions ensure that:

17. The availability of language teacher and linguisticstraining to Aboriginal and Torres Strait Islander peoplebe substantially increased.

18. Additional Aboriginal and Torres Strait Islandertraining bodies, particularly those with experience inproviding remote area teacher training programs, beencouraged to offer on-site language teacher andlinguistic training

19. Aboriginal and Torres Strait Islander languagetraining institutions should also provide interpretertraining.

20. Language teacher, linguistics and interpretertraining should be undertaken in co-ordination withprospective employers to ensure graduates will beemployed.

17.-20. These recommendations accord with AEP goalswhich address the achievement of equitable andappropriate educational cutcomes, including themaintenance and continued use of Aboriginal and TorresStrait Islander languages. Where appropriate, they wil_be drawn to the attention of relevant institutions byDEET.

Under the National Aboriginal Language and LiteracyStrategy, additional funding will be available to achievean increased provision of language teacher andlinguistics training for Aboriginal and Torres StraitIslander students at the TAFE level. This issue has beentaken up in the AEP negotiations for the next triennium.

Aboriginal and Torres Strait Islander language traininginstitutions and training bodies should be the focus inestablishing interpreter training, e.g Pundulmurra WA,Batchelor College NT, and the Institute for AboriginalDevelopment NT. These institutions will be encouraged toexpand into the area of interpreter training to increasetraining opportunities. There is a need for only alimited number of additional language institutions to beinvolved in this area.

Commonwealth support is already being provided under theAEP for linguistic training at Batchelor and PundulmurraColleges. To date, course development in this area hasbeen undertaken in close co-ordination with prospectiveemployers. Every encouragement will be given for thispractice to be maintained. Linguistics traininginstitutions such as these, will also be encouraged torun awareness programs for employers on the benefits ofemploying trained interpreters.

21. The Minister for Immigration, Local Government andEthnic Affairs ensure that NAATI accreditation proceduresfor Aboriginal and Torres Strait Islander languageinterpreters and translators are reviewed to betterrecognise demonstrated experience and not necessarilyrequires tertiary qualifications as a pre-requisite.

21. The National Accreditation Authority for Translatorsand Interpreters (NAATI), is a statutory authorityincorporated under the Companies Act, whose shareholdersare the States and the Commonwealth. The Department ofImmigration, Local Government and Ethnic Affairs(DILGEA), currently represents the Commonwealth'sinterest on NAATI. DILGEA will draw this recommendationto NAATI's attention.

22. The Commonwealth formally endorse the structure forthe d&livery of the Aboriginal Languages InitiativesProgram endorsed by the December 1991 Adelaide conferenceof Aboriginal and Torres Strait Islander languageorganisations.

23. The Regional Aboriginal Language ManagementCommittees and Centres be recognised as key referencepoints on indigenous language matters by schools, byinstitutions providing language worJcer and translatortraining and by commonwealth, state and territorygovernments.

22. & 23 . The Commonwealth has formally endorsed andprovided funding to implement the recommended structurefor the delivery of the Aboriginal Languages InitiativesProgram. Regional Aboriginal Language ManagementCommittees and Centres have been formally recognised bythe Commonwealth as key reference points on indigenouslanguage matters and funded. Under the AEP promotionalcampaign, schools and other educational institutions willbe encouraged to use these committees and centres forassistance and guidance in indigenous language matters.

ATSIC also undertakes to inform all relevant agencies ofthe roles of the National Aboriginal and Torres StraitIslander Languages Federation, Regional AboriginalLanguage Centres and the Regional Aboriginal LanguageManagement Committees.

24. The Minister for Employment Education and Trainingensure that an external review of the AboriginalLanguages Initiatives Program is conducted at the end of1994 which should include the adequacy of funding.

24. Agreed in principle. However, as ATSIC has onlyrecently taken over the administration of this program,it has yet to consider what type of review should beundertaken and when it should be.

25. The Commonwealth ensure that funds allocated underthe Aboriginal Languages Education Strategy and theAboriginal Literacy Strategy are used appropriately bythe state and territory governments and not used toreplace mainstream program funds.

25 . The basic philosophy of Commonwealth assistanceunder the AEP is that funding through the AboriginalEducation Strategic Initiatives Program is supplementary.As documented in the AEP Joint Policy Statement, theStates and Territories have agreed that their financeswill not be reduced as a result of receiving additionalfunding from the Commonwealth.

It is intended to establish with States and Territories,agreed data cases for the second AEP triennium ;1993-95) .These data cases will take stock of overall net resources

being deployed under the AEP, from the Commonwealth,States and Territories. This will allow preparation of areport on AEP funding arrangements which will becompleted during 1993.

The Minister for Employment Education and Training incooperation with the relevant state and territoryministers ensure that:

26. English as a Second Language funding is distributedequitably to all children of non-English speakingbackground including those in remote community schools.

26. Commonwealth funding of English as a Second Languagestrategies is distributed by means of a needs basedformula. In conjunction with State educationauthorities, this formula is currently being revised.The important issue of Aboriginality is being taken intoaccount for the purposes of establishing equity indistribution. This will also address the needs ofAboriginal and Torres Strait Islander students in remotecommunity schools.

27. Bilingual or bicultural education be provided to allAboriginal or Torres Strait Islander children whose firstlanguage is other than English if sought by the relevantcommunity and if there is a sufficient number of speakersto support a program.

28. Aboriginal and Torres Strait Islander languagecommunities serviced by a school determine which model oflanguage teaching is appropriate for their school.

27. & 28. These areas are essentially matters of Stateand/or education provider responsibility. However, theydo reflect principles of the AEP and providers may seekfunds to develop activities.

Recommendation 27 is supported in principle, butimplementation could be very resource intensive,especially for communities which are highly multilingual.

Some additional Commonwealth funding will also beavailable for bilingual education under the NationalAboriginal Language and Literacy Strategy.

29. Ensure that bilingual education is clearly based onthe maintenance model rather than the transfer-to-Englishmodel.

This is once again, primarily a State/education providerissue. It is recognised that the preferred approach isthe maintenance model of bilingual education, subject toconsultation with individual Aboriginal communities.Accordingly/ the Commonwealth undertakes to draw thisrecommendation to the attention of the State authorities.

30. The Minister for Employment Education and Trainingencourage state and territory governments together withunions and ATSX representatives to develop an appropriatepay scale for Aboriginal and Torres Strait Islanderlanguage speakers employed as such, to reflect thespecial skills they possess.

30, Prior to providing supplementary funding under theAEP, the Commonwealth enters an agreement with eacheducation provider. This agreement, to which providersare co-signatories with the Commonwealth, requires thatall workers employed under Commonwealth funding, be paidin accordance with an appropriate award. DEET will raisethe case of Aboriginal and Torres Strait IslanderLanguage Workers during second triennium AEPnegotiations.

At present there is no established award for AboriginalLanguage Workers. ATSIC recognises that this is animportant issue in need of resolution and willinvestigate options for ensuring the development of anappropriate award which recognises that appropriate payscales should reflect the work being done not just theskills possessed by the workers.

31. The Minister for Employment Education and Training inconsultation with the states and territories commissionthe preparation of curriculum material for the teachingof English as a second dialect. This should be fundedseparately from the Aboriginal Literacy Strategy.

31. The need for this type of curriculum is recognised.DEET will examine options for funding such materials, inconjunction with State/Territory authorities.

32. The Commonwealth fund an institute of Aboriginal andTorres Strait Islander languages within a university.The institute should have a predominantly Aboriginal andTorres Strait islander board, of management.

32. This recommendation is supported in principle.It should be noted that several higher educationinstitutions have established centres for Aboriginalstudies which include cultural maintenance activities.There are also two relevant Commonwealth funded KeyCentres of Teaching and Research: the Aboriginal Studiesand Teacher Education Centre located at the University ofSouth Australia and the National Language and LiteracyInstitute of Australia (NLLIA), in Melbourne. Thisrecommendation will be drawn to the attention of highereducation institutions and the NLLIA.

Attention is also drawn to the extensive work andcommitment of the Australian Institute of Aboriginal and

the recording and support, of language maintenanceefforts.

33. in the ongoing monitoring of state and territorystrategic plans under AEP, the Commonwealth, inconsultation with Aboriginal and Torres Strait Islandereducation organisations ensure the effectiveimplementation of Goals 1 and 17,

33 In its role of coordinating the implementation ofthe AEP, DEET is concerned to ensure the effectiveimplementation of all AEP goals. Each of the States andTerritories currently formulate triennial Strategic Plansfor Aboriginal education encompassing all educationsectors. Participants in the planning process include:State or Territory departments and agencies responsiblefor pre-schooling, schooling and technical and furthereducation; non-government education authorities andinstitutions; State or Territory post-secondary co-ordinating bodies; higher education institutions; andAboriginal community representatives. These plans arereviewed annually by the States and Territories, inconsultation with the Commonwealth.

The first goal of the AEP is to establish effectivearrangements for the participation of Aboriginal parentsand community members in. decisions regarding theplanning, delivery and evaluation of pre-school, primaryand secondary education services for their children. Theestablishment and development of local AboriginalEducation Consultative Group networks is an importantinitiative in response to this goal, as is the promotionand development of Aboriginal Student Support and ParentAwareness committees.

Goal 17 of the AEP is to develop programs to support themaintenance and continued use of Aboriginal Languages.As evidence of Commonwealth support for this goal,additional funding is being provided for Aboriginallanguage education under the AEP in the second triennium.