Abstract

This report tracks the implementation and development of the Learning on Country Program across 15 secondary schools in the Northern Territory between 2019 and 2023. It builds on findings from the first evaluation and employs a mixed-methods approach comprising ethnographic fieldwork and analysis of system-level data. The Learning on Country Program was established in 2013 as a joint initiative between Aboriginal ranger groups and local schools to engage Indigenous students in remote areas of the Northern Territory in education. The program integrates Indigenous knowledge into the curriculum and takes students out ‘on country.’ This report finds that the program succeeds in supporting the participating cohorts in NTCET completions, engages the wider community in schooling, increases school attendance and female participation across all sites and promotes access to employment pathways. The report reveals that the program’s current funding model, building strong partnerships between all stakeholders, and operational issues, such as curriculum development and data accessibility, present challenges that need improvement to continue the success and growth of the program thus far.

Acknowledgements
The research team would like to acknowledge the many First Nations people who gave up their time to talk to us about Learning On Country (LOC) program. Similarly, we would like to thank the educators, rangers and Traditional Owners who welcomed us in communities across Arnhem Land where we were treated with the greatest of hospitality at all times. The enthusiasm and dedication you all show in making LOC work is really very special and we hope that is reflected in the report. Special thanks also goes to the NLC LOC team, In particular, we would like to thank Shane Bailey, Anna Morgan, Bessie Roach, Hugh Kneebone and Keith Ferdinands for all your support and help in ensuring the evaluation was afforded the best of information possible and for all the work each of you do.

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