From Policy to Practice
The implementation of the Standards for RTO’s 2025 marks an important milestone in the evolution of vocational education and training (VET) for First Nations learners. Outcome Standard 2.5 mandates that RTOs must promote a learning environment that supports the diversity of VET students and nurture a culturally safe learning environment for First Nations people. This article will explore the history of policy to practice of First Nations learners in the vocation education and how this impacts our diversity and inclusion practices.
One of the earliest accounts of First Nations peoples within the Western Australian vocational education is with the Dulhi Gunyah Orphanage, run by the Western Australian State Council from 1909 to 1918. This institution was an Aboriginal children’s home for the Stolen Generations, with the purpose to educate and train for domestic service or agriculture labour. There are few accounts of First Nations peoples in VET until 1967, when the national referendum recognised Aboriginal peoples as Australian citizens. This successful referendum impacted First Nations learners’ education by increasing the federal government’s role in funding and policy development, including the establishment of ABSTUDY, a financial assistance scheme designed to support Aboriginal and Torres Strait Islander students and apprentices with the costs associated with education and training that continues today.
One of the first references to Aboriginal vocational students is the Kangan Report 1974, a report that recognised the importance of technical and further education as part of the national education system. The Miller Report 1985 reviewed the Aboriginal employment and training programs with the purpose to establish an effective labour market strategy for improving employment. This extensive report became a proposal for future training and employment programs for First Nations peoples. Following the Miller Report, the federal government announced the Aboriginal Employment Development Policy Statement 1987, an ambitious policy to provide First Nations peoples an opportunity to participating effectively in employment and economic development. The focus was to support employment opportunities in rural and remote areas and enhance access to employment with training and education programs.
The Aboriginal Empowerment Strategy – Western Australia 2021 – 2029 was developed in partnership with the Aboriginal Advisory Council of Western Australia, as a strategy to outline the State’s approach to meeting its commitments under the National Agreement on Closing the Gap. The strategy notes that approximately one half of all Aboriginal adults in Western Australia are descendants or members of the Stolen Generations. One of the key strategies identified is building capacity with formal education, training, and apprenticeships.
The Standards for RTO’s 2025 are now in effect, with RTOs reviewing and enhancing their Diversity and Inclusion policies to ensure fairness, equity, and respect for cultural diversity. This policy may include access to diversity and culture programs, celebrating multicultural events, and setting targets for increasing the number of First Nations VET students and employment of First Nations staff.
The Diversity and Inclusion Policy is a start, although your RTO may need to revisit the Student Journey. Consider reflecting on these questions:
- How do First Nations VET students know they are welcome in your RTO?
- What visual elements in your RTO symbolise inclusion and respect for First Nations peoples, knowledges and Countries? This may include displaying flags and artwork.
- What happens during enrolment? How engaging are your frontline staff in supporting potential First Nations VET students through the enrolment procedure?
- Does your pre-enrolment LLND assessment resemble a school test? Is the LLND assessment perceived or used as a barrier to enrolment?
- During the training, are the learning materials and case studies relatable for First Nations VET students?
- Are First Nations VET students informed about the availability and access to support services? Are these support services culturally relevant?
- What flexibility is available in your assessment practices? How is this flexibility communicated to your VET students?
- At graduation ceremonies, are local Elders invited to conduct a Welcome to Country?
It is not enough to have a policy on paper—its true impact lies in implementation. Embedding policy into practice requires leadership, accountability, and continuous learning. This means ensuring policies are lived through respectful relationships, culturally safe practices, and locally informed strategies. By turning policy into action, we demonstrate a genuine commitment to accessible and inclusive outcomes for First Nations learners and communities.
For further suggestions on supporting First Nations VET students, please visit https://www.harrisstyles.com.au/category/supporting-first-nations-vocational-learners-series/ or PM me.
References
Australia Committee of Review of Aboriginal Employment and Training Programs. (1985). Aboriginal employment and training programs: report of the Committee of Review, August 1985. [Miller report]. Australian Government Publishing Service, Canberra. http://hdl.voced.edu.au/10707/75381
Australian Government. (1987). Aboriginal Employment Development Policy Statement. [Five policy papers]. Australian Government Publishing Service, Canberra. http://hdl.voced.edu.au/10707/44171.
Berg, S. (2003). Forty years of change 1963–2003: Aboriginal Education in NSW. Sydney Aboriginal Education Council (NSW) Inc.
Dawkins, J.S., & Holding, A.C. (1987). Skills for Australia. Australia Government Publishing Service, Canberra. http://hdl.voced.edu.au/10707/134694.
Department of the Premier and Cabinet. (n.d.). Aboriginal Empowerment Strategy – Western Australia 2021 – 2029. https://www.wa.gov.au/government/publications/aboriginal-empowerment-strategy-western-australia-2021-2029
Department of the Prime Minister and Cabinet. (2020). Closing the Gap Report 2020. https://ctgreport.niaa.gov.au/sites/default/files/pdf/closing-the-gap-report-2020.pdf
Dulhi Gunyah (1909 – 1918). (n.d.). https://www.findandconnect.gov.au/guide/wa/WE00929.
Hearn, S., & Kenna, L. (2020). Spending for success: identifying ‘what works?’ for Indigenous student outcomes in Australian Universities. The Australian Journal of Indigenous Education, 1-10. https://doi.org/10.1017/jie.2020.27
Human Rights and Equal Opportunities Commission. (1997). Bringing them home. https://humanrights.gov.au/our-work/bringing-them-home-report-1997
Kangan, M. (1974). TAFE in Australia: report on needs in technical and further education. [Kangan report]. Australia Government Publishing Service, Canberra. http://hdl.voced.edu.au/10707/17052.
National Archives of Australia. (n.d.). Commonwealth Reconstruction Training Scheme administrative records. [Fact sheet 178]. https://www.naa.gov.au/sites/default/files/2020-05/fs-178-commonwealth-reconstruction-training-scheme-administrative-records.pdf.
