In the August issue we presented the terms of reference of the Aboriginal Consultative Group’s Report, their vision of education, and the basic assumptions upon which they operated. In this issue we present the recommendations and thinking with respect to the four areas of need in the education of Aboriginal people as recognized by the Consultative Group.

The important roles played by the Aboriginal Teacher-aides in our schools have been discussed in previous issues by Wayne Dyer. In the following article, Ann Short writes about the involvement of para-professionals in three separate programs at the Early Learning Center, Athlone, South Africa.

The origins of this project stemmed from the convictions of a group of parents who believed on the importance of pre-school education and parental involvement in it for the future school careers of their children. This way have been long accepted by some sections of the community who have made the effort to provide a stimulating enviroment for their young children, but it is by no means as common a view amoung working class people who may have had little eductaion themselves. The levels of wages, the time available, the cultural patterns of the family, thier own school experience and expectations for their children are all important factors in determining pople’s attitudes towards pre-schooling.

The aim of the program is to integrate school life and community life as much as possible.

On June 5th, Infant B, consisting of sixteen children, went on an excursion to Rocky Point.

Prior to departure we prepared a picnic lunch which involved counting how many sandwiches we would need, how many cups we had to take if each child was to have his/her own cup, and how much cordial we would have to prepare. We also counted out enough biscuits to give each child two and enough apples to give each child one.

Teachers often become very despondent about their job. One reason for this is because all too often they are made aware of their failures rather than their successes. In this article I am very pleased to be able to report on the success of Cherbourg State School. Although Queensland reserves are not noticeable for creating hope, one of the bright lights at Cherbourg is education.

Australia is a member nation of the International Labour Organisation. Article 23 of the I.L.O. Convention concerning the Protection Integration of Indigenous and Other Tribal and Semi-Tribal Populations in Independent Countries reads:

This film describes bilingual education in three places in the Northern Territory: Milingimbi, Yayayi and Yuendumu.

It shows Aboriginal teachers in action, teaching reading, number and traditional dance and weaving, as well as English speakers teaching English.

At Milingimbi the bilingual program is advanced, and there is an enthusiastic team including United Church linguist, Miss Beulah Lowe. One of the highlights of the film shows Miss Lowe taping a story told to her by an old man, transcribing it, and bringing it to him as a published book.