Don Watson should be let loose on these weasel words, but let's get straight to the point. If aboriginal children are not being educated well enough at their run-down, under-funded and under-staffed shanty schools in the outback, then instead of removing these kids from their parents and sending them away for their own good (where have we heard this before?), or forcing them into experimental boot camps, why not take the federal tax dollars that are thrown lavishly at the elite wealthy private schools in the cities and send those dollars instead to these poorer state schools that are trying to teach aboriginal kids in third world conditions. Net cost, nothing. And just for good measure, let's throw in some funding for clean water, proper medical support, and all the other basic human services that the rest of us enjoy.

There seems to be a misconception that nothing is currently offered for aboriginal students within our education system. Let me correct that with respect to WA at least.

Many independent boarding schools in WA already offer scholarships for aboriginal students. Naturally the biggest challenge with this model of education is derived from cultural differences between aboriginal communities and independent school communities but this is also a source of very positive educational exchange and understanding. The issue of separation of aboriginal students from their families and communities for the duration of their education is one that exists for boarding students of all backgrounds.

In addition there are a number of independent schools located in aboriginal communities in the North West of WA. They are supported by the Government and they usually enjoy significant parent and community involvement.

No "misconceptions", lianep, the state of aboriginal health and education, particularly in remote areas, is a national scandal, period. Private enterprise and the profit motive can not provide the solutions to third world levels of childhood disease and mortality, and the lack of basic human services like clean water, medical and dental clinics, and housing and other infrastructure. Without government investment in improving basic living standards, aboriginal children will continue to find it difficult to learn. And taking the children away does not improve the collective health and welfare of aboriginal communities in remote areas. Do you really believe that aboriginal parents who might agree to send their children away to boarding school are exercising the same level of free choice as non-aboriginal parents? Pull the other one.

Julie Novak raises important issues of choice and relativity as it relates to quality schooling and community input into education design and delivery in remote community schools.

The Aboriginal and Islander Independent Community School in the Brisbane suburb of Acacia Ridge enjoys all the components of autonomy and choice (and success) that Novak advocates in the charter school proposition. Many communities in Cape York have expressed an interest in the Murri School approach as a real alternative to being dependent to the state schooling system.

Alas, such interest is never taken seriously by policy makers and educational bureacrats whose primary role appears to be trying to improve a system of 'community' schooling that continues to fail Indigenous children, their families and their prospects for the future.

Noel Pearson has been careful not to criticize the state primary schooling system in the Cape but then openly advocates private secondary schooling. What gives?

Like Novak I feel choice is not simply about where to send your children but how you engage in the design of accountability and delivery of schooling.

During the past 15 years, the door has been open to include Indigenous parents and community members in education decision-making. This is the primary goal of the National Aboriginal and Torres Strait Islander Education Policy (1989).

Although the policy has been in place for some time, its goals have more recently been re-stated in both national and Queensland education strategies and directions for both government and non-government schools.

So, why is it that these strategies do not appear to be working? Is it because this is not the reality on the ground?

The statement by Sir Ronald Wilson that Education is fundamental to advancement and achievement but there must be safeguards is true, and is reflective of the views of Indigenous elders, parents, carers and educators.

There is room for debate, however, about what these safeguards might be, and how they might be put into place.

Indigenous educators aim for, and have continued to work towards, systemic change, whereby systems and schools deliver education that is meaningful to all students, addresses their backgrounds and experiences, and meets their needs and aspirations while ensuring that they acquire the knowledge and skills to pursue their individual goals.

Such decisions must belong to the relevant parents, students and communities; and educators, education administrators, policy-makers need to listen to, and engage with, communities during every step of the process.

I would fully support the idea of establishing charter or independent schools in Cape York. They are long overdue.