AUSTRALIAN INDIGENOUS EDUCATION SUPPORT
Our aim is to promote, sustain and improve the educational outcomes of disadvantaged Australian children, particularly those of Indigenous heritage
Pictures, hopefully featuring us with the computers, students who benefit, deliveries etc.
9th February 2014
1 AUSTRALIAN INDIGENOUS EDUCATION SUPPORT
Summary of the computer donation process
Establish demand for computers
Donate computers
Reimage computers
Transport computers
Install computers
• The AIES liaises regularly with the Northern Territory Department of Education (NT
Dep Ed) to establish their unmet computer requirements
• Recipient schools are determined according to their indigenous student enrolment
• The AIES approaches university faculties that are replacing computers
• University faculties complete the paperwork necessary to transfer ownership
from the faculty to the AIES
• NT Dep Ed reimages computers for use in schools
• University programmes and licenses are not used in schools
• The AIES’s logistics partner transports the computers from Melbourne to Darwin
• The NT Department of Education collects the computers and transports them to
the schools in need
• The NT Department of Education has its own software licenses which are used
to install educational software on the computers
• All installation costs are borne by the Department of Education
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You can help by donating your used computers
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Computer-based learning can significantly improve literacy in young children, and can help close the Indigenous education gap
• Common Indigenous student learning strengths include imitation, trial and
feedback and visual spatial learning− Computer learning can effectively leverage these strengths
AUSTRALIAN INDIGENOUS EDUCATION SUPPORT
Indigenous student learning strengths
Suitability of computer learning
Computer study results
• Computers use colourful graphics, readily forgive mistakes and require little
writing, suiting the oral cultural background of many Indigenous students
• Computers are well suited to self-paced learning for remedial teaching
• It has been shown that computer based learning significantly improves literacy
in young children
The NT Department of Education has unmet demand for c.3,000 computers(1)
Gap in computer provision
• Currently the National Secondary School Computer Fund does not provide for
younger students
• A number of studies have found that interventions targeted at Indigenous
students early in schooling can significantly reduce later gaps in literary
attainment
Establish demand for computers1
(1) Per discussions with NT Dip Ed Information Technology department
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Greater educational attainment can improve the lives of Indigenous Australians along a number of dimensions
AUSTRALIAN INDIGENOUS EDUCATION SUPPORT
Indigenous student educational underperformance
Improved educational outcomes can lead to better health, social and economic outcomes
Health• Indigenous Australian life expectancy is c.20
years lower than non-Indigenous Australians
Social• The jailing rate of Indigenous Australians is up
to eight times higher than the jailing rate of
black males in Apartheid South Africa
Economic• The employment rate of Indigenous
Australians is c.25% lower than non-
Indigenous Australians
The learning gap equates to c.2 years of schooling
Education completion rates
Secondary School Completion
Bachelor degree0%
20%
40%
60%
Non-In-digenous Australians
Indigenous Australian
Reading Maths Science400420440460480500520540
Non-In-digenous Australians
Indigenous Australian
PISA test scores
Source: Australian Government statistics; Australian Council for Educational Research
Establish demand for computers1
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There are a number of procedural requirements that need to be fulfilled before donated computers can be transferred to the AIES
AUSTRALIAN INDIGENOUS EDUCATION SUPPORT
Donate computers2
Faculty IT must receive confirmation
of need
Faculty IT board deliberates donation
recipients
University releases computers to AIES
• AIES maintains on going dialogue with faculty IT heads, ensuring AIES is
notified when computers are available
• NT Dep Ed contacts in need schools to determine individual school needs
• AIES communicates aggregate of individual school needs to IT department
• Board meets periodically to discuss among other
issues, the donation of computers
• Potential organisations are tabled and use for each
organisation discussed
• Computers split up to maximise impact
• AIES signs a letter
accepting computers
and ancillary
equipment
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Computers are reformatted prior AIES receiving them
AUSTRALIAN INDIGENOUS EDUCATION SUPPORT
Clear computer memories3
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The AIES transports computers to Darwin through its logistic partner, [Peter Gunn’s company]
AUSTRALIAN INDIGENOUS EDUCATION SUPPORT
Transport costs
1Based on freighting 100 computers using Toll Linehaul and courier services2Centres located in Darwin, Alice Springs, Kathryn and Tenant Creek
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Transport arrangement
Journey Bearer of transport costs
Melbourne to Darwin (NT Department of Education)
Private trucking company
NT Department of Education to schools2
NT Department of Education)
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• The AIES has a relationship with [Peter Gunn’s
company], which frequently transports goods from
Melbourne to Darwin
• Limited funding is raised by the AIES fundraising
team to cover additional minor transport costs
Delivery map
Transport computers4
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The Department of Education covers all computer installation costs
AUSTRALIAN INDIGENOUS EDUCATION SUPPORT
Install computers5
Darwin • Education department
headquarters
• All computers arrive from
Melbourne
Katherine• Regional education centre
• Responsible for [XXX areas]
• Hub for computer delivery
Alice Springs• Regional education centre
• Responsible for Southern Northern
Territory
• Hub for computer delivery
Installation Delivery map
Darwin • IT centralised functions run out of
Mitchell centre Darwin
• Computers reimaged
• Functional education programs
installed
Regional hubs – Katherine & Alice
Springs
• Prepares computers for “plug &
play” at destination schools
Cost of installation & delivery from Darwin are minimal and are borne by NT
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Co-Founders and current charity board members
Name and contact details Background information
Andrew Kemp0403 184 205 [email protected]
University of Melbourne Student (BCom)Treasurer, FMAA 2011-12Intern, Credit SuisseCadet, Ernst & Young
Kyle Sutcliffe0434 812 [email protected]
University of Melbourne Student (BCom)Secretary, FMAA 2011-13Intern, Goldman SachsCadet, Ernst & Young
Andrew Wheeler0410 140 [email protected]
University of Melbourne Alumnus (BCom Hons)Associate, L.E.K. ConsultingPresident, FMAA 2011-12
Australian Indigenous Education SupportA.B.N: 90 586 993 265