The need to include perception of Aboriginal values, the link between literacy and health, learning styles and sociocultural patterns when drafting structure for literacy outcomes, is imperative to success. This is being addressed in the Northern Territory by means of work based accreditation for indigenous teachers, strengthening indigenous cultural identity and self-determination whilst providing indigenous early childhood educators with mainstream qualifications (Bat and Fasoli 2013). In relation to work based accreditation, it is imperative that long term support and systematic reviews by key educational bodies guide and assist indigenous communities to achieve targeted learning strategies (Smylie
The need to include perception of Aboriginal values, the link between literacy and health, learning styles and sociocultural patterns when drafting structure for literacy outcomes, is imperative to success. This is being addressed in the Northern Territory by means of work based accreditation for indigenous teachers, strengthening indigenous cultural identity and self-determination whilst providing indigenous early childhood educators with mainstream qualifications (Bat and Fasoli 2013). In relation to work based accreditation, it is imperative that long term support and systematic reviews by key educational bodies guide and assist indigenous communities to achieve targeted learning strategies (Smylie