Challenges Facing Public School Systems in Queensland and All Australian States - Case Study Example

Community Engagement Strategy Introduction Community engagement can be described as the process through which agencies consult, listen, respond to and involve members of the community through ongoing dialogue and relationships with the aim of developing solutions for the common good of people within the community. This process also involves devolving power and responsibility to community members from the existing centers of power. This in turn allows community members to air their views, take part in decision making and participate in issues that affect their day to day lives. There are numerous benefits associated with community engagement. Not only does this process enhance efficiency and effectiveness of service delivery but it also enhances community cohesion and ensures accountability in the management of issues that affect the community. Although community engagement is important, it is a process that is clouded by a wide range of challenges. As a result, realising effective community engagement requires, scrupulous planning and the use of effective strategy (Gottlieb, 2007; NAVCA et al, 2009). This paper seeks to illustrate a community engagement strategy that will be used within the school context in order to effect positive change. The first section of this paper will describe the context where change is required and explain why change is needed in this context. It will further explore the social justice and political issues associated with the change initiative. This section will also examine how stakeholders will be identified and illustrate a range of ways in which these stakeholders will be engaged in the change process. The subsequent section of this paper will identify and discuss the risks and barriers that are likely to occur in the course of the community engagement process. It will then explore some of the possible solutions or measures that can be implemented in order to address these challenges. Change context Public school systems in Queensland and all Australian states in general are faced with numerous challenges as they attempt to equip learners with relevant knowledge and skills that will enable them to become self-sustainable and productive members of the society. Nevertheless, one of the evident challenge that most public schools face especially in Queensland revolves around the gap between the learning outcomes realised by indigenous students and non-indigenous students. Studies show that as compared to non-indigenous students, at all levels of learning indigenous students realise poor education outcomes. Across different age groups, educational levels, States and Territories Indigenous students demonstrate lower academic achievement, school attendance and retention than non-indigenous students. Consequently, the post-school qualification, employment rates and economic participation of indigenous Australia is lower than that of individuals that come from non-indigenous communities (Bourke et al. 2000; Calma, 2008; SCRGSP 2007). There are many variables that contribute to poor educational outcomes amongst indigenous students. These variables mainly revolve around political and social justice issues. Firstly, poor educational outcomes amongst Indigenous students can be attributed to historical exclusions of the indigenous community from Australia’s education system through past government policy. Following, White settlement in Australia, the government introduced policies that marginalised the Indigenous communities such that they were not able to access education and fully engage in socio-economic activities that would enhance the development of the community. As a result, most people from the Indigenous communities remained disadvantaged in socio-economic spheres and could not access quality healthcare, quality education, good housing or exercise their political rights such as voting or running for office. These factors in turn affect the capacity and ability of Indigenous students to realise positive learning outcomes (Calma, 2008; O’Halloran, 2004; O’Halloran, 2006). Secondly, poor educational outcomes may be linked to the failure of education systems in Australia to incorporate curriculum, learning programs and strategies that effectively meet the needs of indigenous students. In most public schools in Queensland, Indigenous students are disadvantaged since the curriculum and classroom practices used are not inclusive in nature. The curriculum and classroom practices used predominantly reflect the White culture. Although, White Australians and Indigenous Australians have different cultural beliefs, values, traditions, customs and practices, the curriculum and classroom practices used do not sufficiently reflect the culture, history and the day to day life experiences of indigenous students. Consequently, most indigenous students fail to effectively relate to what they are taught in school. This in turn contributes to increasing non-attendance and poor school retention amongst Indigenous students (Hickling-Hudson & Ahlquist, 2003; Purdie & Buckley, 2010). In addition to this, the language used for instruction in public schools further puts Indigenous students at a disadvantage when it comes to attaining education. In most public schools English is used as the main language for instructions. As a result, Kronemann (2007) notes that, since English is not their first language many Indigenous students go through school without proper comprehension of English. The low focus of the curriculum used in public schools on English as a Second Language limits the ability of Indigenous students to relate and understand curriculum content. Hence, the high levels of school dropouts and illiteracy in the Indigenous community (Kronemann, 2007). Besides these factors, poor educational outcomes amongst Indigenous students can be linked to dysfunction in the home and the local community (Calma, 2008 ; Cechanski, 2002; Zubrick et al., 2006). As earlier observed, historical injustices perpetrated towards the Indigenous community by colonial masters marginalised the Indigenous communities such that they were not able to engage in socio-economic activities that lead to development. Long-term socio-economic disadvantage adversely impacted on the economic performance, health and psychological wellbeing of people in the indigenous community. Consequently, there are increasing cases of poverty, poor standards of living, unemployment, crime, domestic violence, mental disorders, sexual abuse and incarceration amongst people in the Indigenous community than in the non-Indigenous communities (Calma, 2008; O’Halloran, 2004; O’Halloran, 2006). Evidently, the current state of affairs in school systems in Australia requires change. In order to improve the learning outcomes of Indigenous students there is need to use curriculum and classroom practices that are inclusive in nature and take into account the culture and history of Indigenous students. There is also need to address the political and social justice issues mentioned that negatively impact on the ability and capacity of indigenous students to engage positively with Australia’s education system. By improving the learning outcomes of Indigenous students, most students are bound to acquire knowledge and skills that will enable them to become problem-solvers, critical thinkers, self-sustainable and productive members of the society. This will turn help to minimise and avert increasing cases of poverty, poor standards of living, unemployment, crime, domestic violence, mental disorders, sexual abuse and incarceration amongst people in the Indigenous community (Calma, 2008). Lippitt’s Phases of Change theory provides a suitable framework for implementing change in this context. Basically, this theory depicts seven key steps revolving around the responsibilities and roles of change agents in facilitating the process of change. According to this theory, the first stage of the change process involves diagnosing or identifying the problem. The second stage involves evaluating the capacity and motivation for change. The third stage entails assessing the availability of resources and the commitment of the change agents towards the implementation of change. The subsequent stage involves developing suitable action or strategies for implementing change. This is then followed by clearly outlining the role that each change agent is required to play in order to achieve the desired change. After this, the change maintenance stage begins. This stage mainly involves continuous communication, provision of feedback and group coordination. The final stage according to this theory involves gradual withdrawal after the desired change has been ingrained in the organisational culture (Kritsonis, 2005). In order to initiative the change process in Queensland public schools, it is foremost crucial to establish the community and stakeholders who will take part in this change initiative. According to MacQueen et al (2001) a community can be described as a group of individuals with different characteristics who are linked through common geographic settings, joint ventures and social ties. On the other hand, stakeholders are any identifiable individuals or groups who are affected by change or who can affect the achievement of the change outcomes in a particular context. Stakeholders can also be described as individuals or parties who possess a legitimate stake or claim in a particular context (Gossy, 2008). In this context, the community and stakeholders will be identified by taking into account their stake and connection with the school in terms of how they can affect the achievement of the desired change outcomes and how change outcomes will affect them. In this case, community members and stakeholders who are likely to take part in the change initiative include; students (indigenous and non-indigenous students), teachers, school staff and authorities, state government, advisory committees, residents and families from indigenous and non-indigenous community, non-governmental organisations and community-based organsiations (CDSC, 2011). Strategy for Community Engagement The key goal of this community engagement process revolves around improving the educational outcomes of Indigenous students in public schools in Queensland. This engagement process will involve three key steps namely; informing, consulting and involving. In the course of implementing these steps, some of the core principles that will be applied include the principle of social inclusion and participation, empowerment and community development. Since the community and stakeholders that will be engaged in this process will come from different cultural, linguistics and socio-economic backgrounds, ensuring social inclusion and participation will be of great importance in order to fully integrate, engage and ensure that the voice of each party is heard. In the course of the process, each party regardless of their cultural, socio-economic or linguistic background will be provided with equal opportunity to express their views and ideas and participate in the change process. Moreover, this engagement process will accentuate on the principle of empowerment. Zastrow (2009) notes that, empowerment is a continuing process that entails helping individuals, families, communities members and other relevant stakeholders to improve their personal, interpersonal and socio-economic strength in order to influence or exert power over their circumstances. This process focuses on synergizing people’s abilities and resources towards the accomplishment of a common goal (Zastrow, 2009). Furthermore, the principle of community development will be applied during this process. According to Twelvetrees (2008), community development focuses on helping people to improve their communities through collective and self-directed action. It involves working with community members and stakeholders using information strategies and skills in a bid to encourage them to take personal initiatives or collective actions in solving challenges affecting their lives (Coulshed & Orme, 2012). In addition to this, values such as openness, teamwork, respect for diversity and honesty will be reinforced in the course of the change process (CDSC, 2011). Informing The first step will focus on informing community members and stakeholders about the change initiative and why it is needed. In this case, community members and stakeholders will be provided with objective and balanced information that will help them understand why there is a big gap between the educational outcomes realised by Indigenous students and non-indigenous students. They will also be informed on the challenges that face Indigenous students in the school and home context and some of the possible solutions that can be used to address these challenges. Different approaches or strategies will be used to communicate to community members and stakeholders. The strategy or approach to be used for communication will be selected based on its suitability to effectively inform community members and stakeholders on the core issues of this change process. Some of the possible communication strategies that can be used in this context include; school meetings, newsletters, community meetings, media releases and websites. School meetings and newsletters can be used to inform students, parents, guardians school staff and teachers about the change initiative. On the other hand, community meetings, media releases, newsletters and websites may be suitable for informing relevant government agencies, community members, NGO’s and community-based organisations about the change initiative (CDSC, 2011; Olodo, 2008). Consulting The second step in the community engagement process will involve consulting with relevant community members and stakeholders. The key aim of this process is to obtain the input of community members and stakeholders regarding the priorities, measures, directions and strategic plans that should be taken into account or implemented in order to address the problem associated with poor learning outcomes amongst indigenous students. In the course of this process, it is important to encourage the community members and stakeholders consulted to be open and honest about what they think would help to avert the problems identified. Moreover, it is important to provide each party with equal opportunity to express their views and ideas. (CDSC, 2011; Olodo, 2008). Some of the methods that can be used to facilitate this consultation process include; focus groups, survey questionnaires, consultative workshops, interviews and community conversations. Survey questionnaires, focus groups and consultative workshops may be used to consult with parents, teachers, school staff, community members and community-based organisations on the measures that can be taken to improve the outcomes of Indigenous students. On the other hand, interviews may be used to consult with government agencies and other relevant experts within the community on how to improve the learning outcomes of Indigenous students. Involving Through the consultation process, a number of suitable suggestions or recommendations on how to improve the learning outcomes of Indigenous students will be identified. Subsequently, roles will be delegated to different community members and stakeholders in order facilitate the change process. Community members and stakeholders willing to participate in this change process will be involved in planning, identifying solutions and implementing strategies that will help to address political and social justice issues associated with problems experienced by Indigenous students in Queensland public schools. Teamwork and collaboration will be emphasised in the course of this process. Potential Barriers and Risks Communication challenges or barriers are likely to occur since the community and stakeholders that will be engaged in this process will come from different cultural, linguistics and socio-economic backgrounds. Cultural and linguistic factors significantly influence the way in which people perceive, interpret and understand information that is presented to them. There is likelihood that people from Indigenous communities and those from non- indigenous community interpret and understand information differently. This may in turn limit the attainment of mutual understanding regarding major issues. As a result, some community members and stakeholders may become disengaged and fail to deliver on the requested directives. Furthermore, due to communication barriers associated with cultural and linguistic differences, it may be difficult to realise efficient working relations amongst various community members and stakeholders. This challenge can be addressed by assessing the communication needs of each group and adopting communication strategies and approach that are specifically suitable for each group (Johnson, 2008). Conflicting priorities and goals is also another potential risk that is likely to be experienced in the course of the community engagement process. It is worth noting that, this change process involves different members of the community and stakeholders with different perspectives, beliefs, views and ideologies. As a result, there is bound to be conflicting perspectives on how best to improve the learning outcomes of Indigenous students. Issues pertaining to suitable curriculum content and classroom practices for Indigenous students are likely to elicit conflicting views and perspectives. Failure to effectively address these conflicts may stall the change process. In order to address these challenges, it is important to regularly conduct evaluations to determine which goals and priorities are in line with the desired outcome of the change initiative. The lack of incentive for the community members and stakeholders involved may also act as a barrier to achieving the desired change outcome. Since engagement in this change process and not offer any monetary incentives, some parties may feel less motivated to take part or continuously participate in the change process. Due to personal and work-related commitments it may also be difficult for some community members and stakeholders to fully engage or participate in the change process (University Affairs, 2012). It is thus important to continuously motivate and encourage community members to engage in the change initiative as a way of giving back to their community. Moreover, power dynamics may act as a barrier to effective community engagement during this change process. When it comes to issues relating to education, curriculum content and classroom practices some stakeholders such as the government and school authorities have more power to influence what takes place within the school confines. As a result, it may be difficult to give voice to the concerns, views and suggestions of parents, students and community members. Stakeholders with less power or influence may feel that certain issues are beyond their control, this may in turn limit their level of participation and involvement in the change process (Gottlieb, 2007; University Affairs, 2012). In order to address problems that may arise as a result of the present power dynamics, it may be important to clearly develop engagement protocols that clearly delegate roles and expectations for the parties involved in the change process. Historical exclusions of the indigenous community from Australia’s education system through past government policy and other political and social justice issues that have negatively impacted on the ability and capacity of indigenous students to engage positively with Australia’s education system may elicit emotive responses from some parents, students and community members who have been affected. This could in turn affect the objectivity of the change process and cause some community members to disengage. In order to effectively handle sensitive and emotive issues that may arise pertaining to historical injustices perpetrated against the Indigenous community, it will be important to create special forums where such issues can be discussed sensitively. It may also be crucial to engage relevant experts who can effectively facilitate such discussions and reach an amicable agreement with those affected and involved. Conclusion One of the key challenge facing public school systems in Queensland is the existing gap between the learning outcomes realised by indigenous students and non-indigenous students. As compared to non-indigenous students, indigenous students realise poor educational outcomes across all levels of learning. Indigenous students are disadvantaged since the curriculum and classroom practices used in public schools are not inclusive in nature. This paper has proposed a community engagement strategy that aims at improving the learning outcomes of indigenous students . This engagement process involves three key steps namely; informing, consulting and involving. In the course of implementing these steps, some of the core principles that will be applied include the principle of social inclusion and participation, empowerment and community development. References Bourke, C., Rigby, K. & Burden, J. 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The Western Australian Aboriginal Child Health Survey: Improving the Educational Experiences of Aboriginal Children and Young People. Perth: Curtin University of Technology and Telethon Institutes for Child Health Research. Read More