 | Phase Two Dare to Lead: Taking it on 2003 to 2005 |  |
During 2003 an on-going coalition of schools, their principals and education organisations publicly committed to improvements in Indigenous education. Member schools with Aboriginal and Torres Strait Islander students enrolled would commit themselves to achieving defined improvements in Indigenous student outcomes within a given timeframe. Member schools without Aboriginal and Torres Strait Islander students enrolled would commit themselves to improving the quality of their teaching about Australia's Indigenous peoples, and advancing the cause of reconciliation. Other education organisations and agencies have important roles to play in supporting both these goals and would be encouraged to join.The initial tasks for the 'taking it on' phase of Dare to Lead were to build awareness and enthusiasm for the project, establish networks of communication, and build the Coalition. This was achieved by a pyramidal strategy which began with a national launch and an attempt to communicate the existence and nature of the project to as many school principals as possible, then continued at a state and territory level with more location-specific information disseminated, before moving to a focus on local and regional action. The national launch was held in Sydney on 9-10 April 2003. State and territory launches followed that year in Canberra, Sydney,Darwin,Alice Springs,Adelaide, Perth (May); Melbourne, Hobart (June); Broome (August); Brisbane and Townsville (September). For more information about this early phase of the project download a copy of the brochure.
The end of Phase Two
From an enthusiastic beginning in 2000 to a show of real commitment throughout 2003 and 2004, the Dare to Lead project has, over its first two phases, engaged the attention of over 28 per cent of Australian school leaders.
Feedback from member schools participating in the project's elements provided ample evidence that many schools were making efforts to seriously address the educational needs of their Indigenous students. In addition, a large number of member schools, particularly those with no Indigenous students, were also undertaking comprehensive reviews of their curriculum and resources, and ensuring that there was a heightened awareness of Indigenous culture for all of their students. To read the full report on this early phase of the project download a copy of the brochure.
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