A bright start
The Nawarddeken Academy is a unique bi-cultural school in the remote indigenous outstation of Kabulwarnamyo in the Warddeken Indigenous Protected Area. An average school day begins with literacy, numeracy, science and art in the mornings, consistent with the national curriculum.
After lunch, the students focus on cultural learning activities that are often guided by the community and include weekly ‘bush trips’ that take advantage of the unique natural environment and cultural context in which the school is situated.
The school is a critical piece of social infrastructure in the region and was established at the request of local indigenous elders. In partnership with Warddeken Land Management, the project was catalyzed and brought to fruition by Karrkad Kanjdji Trust and Nawarddeken Academy board member, Margie Moroney. The Karrkad Kanjdji Trust helped to incubate the project, and has since delivered the external funding to make the Nawarddeken Academy a reality, in partnership with significant in-kind support from Wardekken Land Management Ltd.
During 2017, the Academy recruited Olga Scholes as Executive Teacher. Olga has an outstanding record as an educator in the region and brings enormous capability to the school. Olga also led the effort to finalise the Academy’s independent school registration application in August this year. Olga continues to focus on seeing the school gain its registration as well as exploring the feasibility of growth in the region.
Planning is now underway for Narwarddeken Academy’s next phase of growth and development. Educational needs in the region are significant and the school’s board, Warddeken Land Management Limited and The Karrkad Kanjdji Trust are focused on how best to expand to meet these needs. Together we share the hope that the ongoing success of the school might provide a template for the improvement of remote indigenous education across the region and beyond.
Our profound thanks go to the supporters of the Nawarddeken Academy who have helped make this project a reality over a very short period of time.
Together we share the hope that the ongoing success of the school will provide a template for the improvement of remote indigenous education across the region and beyond.