Ngunnawal and neighbouring clan groups have left their footprints across this landscape for thousands of years. ACT Natural Resource Management (ACT NRM) and the Aboriginal Natural Resource Management (Aboriginal NRM) Programs support the local Aboriginal and Torres Strait Islander community by developing initiatives reflecting their voice.
Through Aboriginal NRM, trustworthy, honest and respectful relationships have been formed between Aboriginal people and organisations of the ACT region.
ACT NRM seeks to improve processes by taking into consideration the aspirations, needs and values of Aboriginal people. This is core to ACT NRM’s commitment to increase opportunities for Aboriginal people to involve them.
The program is dedicated to supporting at-risk youth, including Aboriginal and Torres Strait Islander students, residing in the ACT. It prioritises Aboriginal culture by involving Aboriginal businesses, facilitators, and local ACT staff. Students gain cultural knowledge from traditional custodians and community members, engage in field trips, and participate in cultural activities. These experiences, centred on cultural identity, skills, and relationships, enhance student attendance and academic success. By integrating cultural education and land management, the program strengthens students’ connection to Country and promotes better educational outcomes for both Aboriginal and non-Indigenous students.
While the primary focus is on Aboriginal students, non-Aboriginal students are also welcomed into the program. This inclusion fosters broader cultural awareness among students, staff, and the wider community.
The NRM team has effectively demonstrated the value of the On Country program through its partnership with the Muliyan Program – ACT Flexible Education. This collaboration serves as a therapeutic intervention, supporting students’ cultural connection and overall wellbeing. Through their involvement in the On Country program, students have shown significant growth in building relationships within their communities and enhancing their overall wellbeing. The program’s partnership with the Muliyan Program highlights its innovative approach by integrating cultural education into its practices, which has notably increased student engagement within the school.
The program’s collaborative approach provides students with diverse experiences, deepening their understanding of their community. It offers practical work experience in areas such as land and conservation management, rural firefighting, and national park ranger roles. These opportunities are closely linked with cultural learning, contributing to students’ self-identity and cultural knowledge. By providing these experiences and reinforcing cultural connections, the program serves as a diversionary tool to reduce the risk of recidivism among at-risk youth allowing them to develop and create purpose by emersion in areas they feel connected too.
