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It highlights messages about Aboriginal leadership, two-way education, foundational cultural knowledge, and the centrality of English language, literacy and numeracy. The paper links identified need to a Strategic Priority Project and presents a case study purpose focused on whole-family, community/family learning centre models informed by LLN specialists.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-58-number-1-april-2018/592575/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-58-number-1-april-2018/592575.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the Whole of Community Engagement (WCE) initiative designed to achieve?","Question",{"text":112,"@type":113},"WCE aimed to build aspiration, expectation and capacity in six remote and very remote Indigenous communities in Australia’s Northern Territory to participate in and achieve in higher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why was a Strategic Priority Project (SPP) created?",{"text":117,"@type":113},"The text states that English language, literacy and numeracy (LLN) is central to progress, and the SPP targeted policy development, systems change, information sharing and collective action to improve English LLN for Aboriginal adults across the NT.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence is cited to describe the scale of LLN need among Aboriginal adults?",{"text":121,"@type":113},"A 2017 statistical overview report is cited, stating that 85% of a sample of 660 Aboriginal adults lacked the English language, literacy and numeracy skills to function independently in life, education and work, with very little assistance currently available.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592575,1792172145,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Australian Journal of Adult Learning Volume 58, Number 1, April 2018  \nAdult literacy and socio-cultural learning at Pina Pina Jarrinjaku (Yuendumu learning centre)  \nRos Bauer  \nWarlpiri Youth Development Aboriginal Corporation  \nIntroduction and purpose  \nThe Whole of Community Engagement (WCE) initiative commenced in July 2014, led by the Office of Pro Vice Chancellor of Indigenous Leadership at Charles Darwin University (CDU) . WCE aimed to build the aspiration, expectation and capacity of six remote and very remote Indigenous communities in the Northern Territory to participate and achieve in higher education. Using a place-based, Indigenous-led, community development approach, the initiative developed a model that could be applied by other Australian universities and agencies through engaging closely within Indigenous communities and promoting local level management, leadership, decision-making, research and action. The WCE included participatory action research and developmental evaluation approaches. Campus-based and remote Indigenous community-based staff worked together to identify educational needs, priorities and activities from the ground-up. Some of the main messages communities emphasised were that:  \n• Aboriginal leadership and governance in remote education are essential  \n126 Ros Bauer  \n• Education and higher education are a priority for many Indigenous people  \n• Aboriginal cultural knowledge is foundational to other learning  \n• Education should be ‘both-ways’  \n• Education was viewed holistically by Indigenous participants and includes wellbeing, spirituality and livelihood  \n• English language, literacy and numeracy (LLN) is central to progress In response to this last point, a Strategic Priority Project (SPP) on Aboriginal adult English Language Literacy and Numeracy was putin place. The SPP was aimed at promotion of policy development and systems change, increased information sharing and collective action for improved English LLN for Aboriginal adults across the NT, and in the long term.  \nBoth the Commonwealth and NT governments have made statements about the importance of NT’s Aboriginal population to economic development in Northern Australia, and have strategies that target stronger participation in local community decision making, greater education and employment success and improved health and safety.  \nIndigenous people make up 30 per cent of the NT population and are highly significant to economic development and cultural richness. Competency in English Language, literacy relates strongly to the ability to participate in all these areas. Fifty four per cent of Aboriginal people in the NT don’t speak English as their first language.  \nFor anyone with aspirations for post-school education or employment for themselves, their family and community – English is essential. For anyone who wishes to understand any information issued by government or business, read a book or a newspaper, navigate the health or legal system, understand the writing on a prescription, find their way around an airport, the ability to communicate in English is vital.  \nA 2017 statistical overview report1 revealed that 85 per cent of a sample of 660 Aboriginal adults from across the Northern Territory lacked the English language, literacy and numeracy skills to function independently  \n1 Aboriginal adult English Language, Literacy and Numeracy in the NT: A Statistical Overview, Fiona Shalley and Allison Stewart, Office of the PVC of Indigenous Leadership, CDU Uniprint , Sept. 2017  \nAdult literacy and socio-cultural learning at Pina Pina Jarrinjaku (Yuendumu learning centre) 127  \nin life, education and work, and that there is very little assistance currently available. Data for this statistical overview was provided to CDU from multiple service providers – an indication of extent of need and goodwill. Aboriginal elders from 6 remote communities supported the SPP and statistical research. These leaders spoke about the need for","cbCaiqR4IBNfgOx8","https://ap.wps.com/l/cbCaiqR4IBNfgOx8","pdf",188710,21,"English","# Introduction and purpose\n## Purpose of this case study\n### Whole of Community Engagement (WCE)\n### Adult English LLN need and responses","[{\"question\":\"What was the Whole of Community Engagement (WCE) initiative designed to achieve?\",\"answer\":\"WCE aimed to build aspiration, expectation and capacity in six remote and very remote Indigenous communities in Australia’s Northern Territory to participate in and achieve in higher education.\"},{\"question\":\"Why was a Strategic Priority Project (SPP) created?\",\"answer\":\"The text states that English language, literacy and numeracy (LLN) is central to progress, and the SPP targeted policy development, systems change, information sharing and collective action to improve English LLN for Aboriginal adults across the NT.\"},{\"question\":\"What evidence is cited to describe the scale of LLN need among Aboriginal adults?\",\"answer\":\"A 2017 statistical overview report is cited, stating that 85% of a sample of 660 Aboriginal adults lacked the English language, literacy and numeracy skills to function independently in life, education and work, with very little assistance currently available.\"}]","Australian Journal of Adult Learning - Volume 58, Number 1 - April 2018 | PDF",1792074862,53]