Defined Terms and Documents 'Aboriginal Teenager Life Skills' RTV Social Inclusion Early Intervention Programme

Targets The Prime Minister's Indigenous Advisory Council's Three Priority Areas or Targets Three Priority Areas means the Closing the Gap - Prime Minister’s Report 2015 notes:

"The Government has received practical advice from the Indigenous Advisory Council, chaired by Warren Mundine, on the three priority areas of getting children to school, adults into jobs and making communities safer which are fundamental to improving the lives of Aboriginal and Torres Strait Islander individuals, families and communities. Focusing on these priorities will produce real progress against the Closing the Gap targets and help to address the most intractable difficulties in eliminating Indigenous disadvantage."

ATLSEIP targets each of the Three Priority Areas:

1st. Getting children to school

A. The Four Proposed RTV Programmes will feature many of the 140 Accepted Year 9 Aboriginal Students preparing for and competing in Three Motivational Teams Challenges at Four Challenge Judging Venues to 'inter alia' achieve Aboriginal Teenager Life Skills Academic Forecast.

The 140 Accepted Year 9 Aboriginal Students that train for and participate in the Three Motivational Teams Challenges will display a lot of excitement, bonhomie and personal satisfaction in the Four Proposed RTV Programmes due to the following three 'inputs':

1st Commitment and dedication exhibited by the 30 Indigenous Local Connectors (supported by Six Regional Township Teams' Co-ordinators) during weekly Sanctioned Team Connector Training Sessions to train for and compete in Three Mixed Team Sports, Public Speaking And Speech Preparation Skills and I.T. And Useful Social Media Apps 1,143 Mentor Days (370 attending Three Motivational Teams Challenges + 773 conducting weekly Indigenous Local Connector Training Sessions) from shortly after the start of the school year, say end-Feb to end of the September/October School Holidays - 35 weeks p.a.)

                       2nd      Professionalism and articulation provided by the Gatekeeper amongst the Cross Section Of Mentors during 3 days On-Site Workshops held in each of the Six Regional Townships which aggregates 540 Mentor Days (54 Mentor Days per Regional Township) and includes -
+        180 Mentor Days from 12 x Sporting Role Models; and
+        180 Mentor Days from 10 x Younger Indigenous Corporate Sponsor Sports Employees

3rd Wise counsel from 4 x Life Skills Guardians in the Second RTV Year to provide Mentoring Support Messages which aggregates 60 Mentor Days.

B. Maximise Student Enthusiasm And Keep Other 'Various Parties' Informed Of Progress notes that the Show 'n Tell Reward & Recognition Incentive will enable -

(i) each Ten Regional Township Team to see photos and movies of their On-Site Workshops and separate team training efforts, as well as in the individual Student Profile webpages in the Regional Township Team Web Folder on the 'Aboriginal Teenager Life Skills' Website, for each of the 140 Accepted Year 9 Aboriginal Students to view on computers at their local library, their school, at some friend's homes etc;

(ii) the Ten Regional Township Teams can 'see what their competition is doing'; and

(iii) other Various Parties to monitor progress in the 'Aboriginal Teenager Life Skills' Programme.

2nd. Adults into jobs

Below is the Aboriginal Teenager Life Skills Academic Forecast:

* 40% (ie. 56 of the 140 Accepted Year 9 Aboriginal Students) forecast to leave high school after Year 10;

* 60% (ie. 84 of the 140 other Accepted Year 9 Aboriginal Students) forecast to continue to Year 12; and

* 40% (ie. 24 of the above 84 other Accepted Year 9 Aboriginal Students) forecast to commence a university degree or technical college course.

Below is one of the Thirteen Deliverables From 'Aboriginal Teenager Life Skills' Programme which will evidence more 'Adults into jobs' particularly in Low Socio-Economic Regions in isolated country towns thereby reducing Social Disadvantage.

(ii) Overriding Purpose Of 'Aboriginal Teenager Life Skills' Programme to instill self-belief within several hundred thousand Australian teenagers who are not excelling, or did not excel, at junior high school............................ that they also can Maximise Life Opportunities, which includes Aspire To A Successful Working Career, by developing a hunger for 'learning and knowledge' because of the 'power to achieve' that manifests.

Below is an extract from On-Site Workshops:

"To facilitate the Indigenous Advisory Council's Second Priority Area, a representative from the Australian vocational education and training (VET) system could accompany the two Life Skills Guardians and one Sporting Role Model that attend each of the Six Regional Townships in latter half of the Second RTV Year to explain training programmes and study courses associated with the various trades (eg plumbing, electricians, carpentry, plasterer, locksmith etc.) including that "women outnumber men in several small trades including animal attendants and trainers, veterinary nurses, clothing trades workers and gallery, medical technicians and library and museum technicians."

3rd. Making communities safer

Nadir Of Human Endurance notes that many isolated country towns suffer from high crime rates which include:

assault, break and enter, motor vehicle theft, malicious damage to property, child sexual abuse, neglect, family violence, youth suicide, school absenteeism, boredom, Social Disadvantage, dilapidated housing, early experimentation with alcohol, petrol sniffing and excessive cigarette smoking.

Enable New Role Models In Isolated Country Towns - Enhance Pride In These Towns notes that SMH article "Crying out for a new beginning" described the remote western NSW township of Bourke, with a population of 3,000, to be more dangerous than any other township in the world. The below extracts from Rachel Olding's article evidence that Bourke has no 'Role Models' amongst the Aboriginal population which other Aboriginals can aspire to live like, and that new approaches are required.

"I couldn't say there are leaders in Bourke because there are no role models," said a local foster mother, Lillian Lucas, 35.

One community member, who wished to remain anonymous, said the only way forward for Bourke was to start afresh with new approaches."

Ten Regional Township Teams notes that the 140 Accepted Year 9 Aboriginal Students that would fill Ten Regional Township Teams ('Team Darwin', 'Team Palmerston', 'Team Katherine', 'Team Alice Springs' , 'Team 'Arnhem', 'Team Barkly') which each comprise 14 Accepted Year 9 Aboriginal Students would overtly employ the term 'township' not 'school' to foster pride in the Accepted Year 9 Aboriginal Students from all residents in the township. Student Sports Clothing, Equipment, Suit and PC notes that each of the three outfits for the Three Mixed Teams Sports for the Year 9 Mixed Teams' Tri-Sports Challenge will display the -

(a) name of the particular Regional Township Team on the breastplate 'Team Darwin', 'Team Palmerston', 'Team Katherine', 'Team Alice Springs' , 'Team 'Arnhem', 'Team Barkly'; and

(b) the 'nickname' of the particular student across the shoulders on the back of the shirt/jersey.

Aboriginal Teenager Life Skills Coverage Period notes that -

A. Enable New Role Models In Isolated Country Towns - Enhance Pride In These Towns is one of the Thirteen Deliverables From 'Aboriginal Teenager Life Skills' RTV Programme and there may be merit in extending the Aboriginal Teenager Life Skills Coverage Period by a further five years and follow the old precedent of the 7 Up Series produced by Granada Television, and revisit some or all of the 140 Accepted Year 9 Aboriginal Students say five years later to profile some 'role models' to enhance pride in these towns.

B. pioneer Accepted Year 9 Aboriginal Students who have completed their tertiary studies (or trade certificate) and found employment could visit schools in their region for say one week each year (under a Social Inclusion programme) to deliver Mentoring Support Messages, in particular how to avoid the Four Nasty Pitfalls Besetting Teenagers, in order to Maximise Life Opportunities which includes Contribute To Society and acquiring a Sense Of Community in which people feel more secure, wanted, useful, empowered, and able to grow. Promoting 'New Role Models' on would be a powerful tool to influence future generations of Aboriginal School Student - specifically the Socially Disadvantage living in the Lowest Socio-Economic Regions - to the value of 'learning and knowledge', initially available through school education, because of the 'power to achieve' that permeates and flourishes.

Below is an extract from On-Site Workshops which provide scope to Counter Violent Extremism And Radicalism:

              "To Counter Violent Extremism And Radicalism a respected Mullah (educated and trained in Muslim religious law and doctrine) could -

               A.      accompany the two Life Skills Guardians and one Sporting Role Model that attend each of the Six Regional Townships in latter half of the Second RTV Year to explain (during a two hours presentation and Q&A and 'meet and greet' - to the 14 Accepted Year 9 Aboriginal Students in each of the Six Regional Townships) the peaceful teachings of the Islamic faith as a religion and a social institution - followed by 1.7 billion (about 23.4% of the world population) - referred to as Muslims; or

               B.      separately attend each of the Six Regional Townships in latter half of the Second RTV Year, together with a Muslim Sporting Role Model (perhaps from the below athletes), to explain (during a two hours presentation and Q&A and 'meet and greet' - to the 14 Accepted Year 9 Aboriginal Students in each of the Six Regional Townships) the peaceful teachings of the Islamic faith as a religion and a social institution:

                         Bachar Houli, Richmond AFL, Pakistan-born Australian leg-spinner cricketer, Fawad Ahmed, Ms. Assmaah Helal Australian soccer player, Islamic former NRL player, Hazem El Masri, Usman Khawaja Test cricketer "

Extensive coverage of the afore-mentioned two hours presentation and Q&A by a respected Mullah, followed with a 'meet and greet' with the 14 Accepted Year 9 Aboriginal Students at each of the Six Regional Townships, could be prominently featured in the Four Proposed RTV Programmes.