Over the past months quite a few people have asked me what the differences are between bilingual education and two-way schooling. I will try to contrast the two models in this paper, partly because it's worth doing anyway and partly because it might be one way to reveal some differences between genuine two-way schooling and pseudo two-way schooling. Of course this is just one white person's view, and involves extrapolations from the types of things that actually are happening in, say, a half dozen schools, to what may happen as a result of a wider shift to Aboriginal control of school philosophy and curriculum.

Courseware delivery for the Remote Area Teacher Education Program (RATEP) began in 1991, a year in which the Cairns College of TAFE successfully employed multimedia technology and interactive learning materials at both Aurukun and Hopevale communities.

The Ntyarlke Unit is a special program unit of the Catholic High School (CHS) offering education to Aboriginal youth from the town camps of Mparntwe (Alice Springs). These students are mostly Arrernte speakers and descendants of the traditional owners of the McDonnell Range country of Central Australia.

Recently, I have had the opportunity to visit an Aboriginal and Torres Strait Islander preschool/kindergarten as part of a course I did called “Children with special needs.”

This paper attempts to explore current issues in Aboriginal education within the urban sector of Australian society. Identifying specifically both the current positive and negative trends within the urban Aboriginal education scene.

In the International Year of the World's Indigenous Peoples, it is appropriate to celebrate the successes of Anangu empowerment in the Anangu schools.