Kunmayali School
Until December 2024 Nawarddeken Academy (NAL) was registered as a primary school provider (Transition to Year 7).
During this time the Academy had a policy of accepting anyone who wanted to learn as ‘post-primary ungraded’ students, who were supported as far as possible. Under this arrangement NAL only received primary level funding for secondary students, restricting the Academy to provide differentiated primary subjects, content, and programs for the older students, without specific high school teachers, subjects and resources.
Additionally, there were 21 high-school aged students (38% of total enrolled students), predominantly in two communities – Mamadawerre and Manmoyi with no option to undertake year 11 and 12 subjects, nor sit exams to graduate high school, nor achieve their NT Certificate of Education and Training (NTCET).
In August 2024, with philanthropic support from KKT, Nawarddeken applied for formal expansion of its education model to include high school. To achieve this, the Academy submitted an application to the NT Government for registration of a Secondary School.
The application highlighted:
1. Addressing Educational Gaps: The Nawarddeken Academy Kunmayali School (Secondary) will fill a critical gap in the educational landscape of these communities, providing students with the opportunity to pursue their studies without the need to relocate or travel long distances.
2. Enhancing Student Retention: By offering a local secondary education option, the Nawarddeken Academy Kunmayali School (Secondary) will significantly improve student retention rates, ensuring that more students complete their secondary education and are better prepared for future opportunities.
3. Community Empowerment: Education is a powerful tool for community empowerment. Nawarddeken Academy Kunmayali School (Secondary) will not only benefit the students but also contribute to the socio-economic development of Kabulwarnamyo, Mamadawerre and Manmoyi by fostering a more educated and skilled population.
4. Commitment to Quality Education: Nawarddeken Academy has a proven track record of delivering high-quality education. The proposed secondary school will uphold these standards, providing a curriculum that is both academically rigorous and culturally relevant.
5. Support and Resources: Nawarddeken Academy is well-prepared to support the secondary school with qualified staff, appropriate infrastructure, and ongoing community engagement to ensure the school’s success and sustainability.
With endorsed support from the local community in West Arnhem through to supporters across the Country, the registration of the Nawarddeken Academy Kunmayali School as a secondary school was approved in January 2025.
With the introduction of well evidenced South Australian Certificate of Education (SACE) subjects, approaches for secondary learning include
- Education being tailored to local context, and recognised as high quality, equal and complementary.
- Flexible learning delivery for students with high levels of need to meet literacy and numeracy outcomes.
- Pathways are contextually relevant and matched to the aspirations of students and aligned with opportunities for further work, study or training.
- Expanding regionalised delivery models to increase access and enable pathways to attain the Northern Territory Certificate of Education & Training (NTCET).
The curriculum will include vocational education and training (VET) courses, aligned with the range of work pathways in the region. VET Certificates 1, 2 or 3 will be counted towards NTCET or later, towards Recognition of Prior Learning (RPL) for Tertiary.
NAL has identified relevant Certificates for secondary students to enrol in, including;
- Conservation & Ecosystem Management
- School-based Education Support
- Early Childhood Education & Care
- Hospitality
- Workplace skills
The Kunmayali school’s approach now resonates with the NT Education Engagement Strategy 2022-2031, offering a place-based solution that enhances student engagement in remote areas. It also addresses recommendations from the 2024 Deloitte Review of Secondary Education in the NT by providing innovative models for secondary education delivery in remote locations and embodies the principles of the NT’s Local Decision-Making policy, allowing the community to shape educational services that reflect their needs and aspirations.
