Education, capabilities and the IK economy

Community development is underpinned by a simple notion – that every young person receives an education that builds their capacity to actively navigate the formal systems of society.    

This capacity widens the scope of choice in terms of social mobility, vocation and employment career paths.  This scope of choice also extends to many other areas of our formal systems: sourcing and absorbing information, navigating markets, engaging government services, and other areas that most of us take for granted.

Vocation and employment paths are often shaped by markets: information technology, business, real estate, service industries, resource industries, trades, etc. 

They are also shaped by necessary services, often subsidised by governments and in shared arrangements with the market: medical and health, education, energy and water, transport, etc.  

A strategic approach to the indigenous knowledge economy recognises a balance between market based and government subsidised employment – employment that values indigenous knowledge as a resource. 

In pursuing this goal we must not lose sight of the importance of equipping young indigenous people with the capacity to exercise a wide scope of choice.  That capacity can only occur with a high standard of education.

It is the parents responsibility to ensure that their children receive an adequate education, and governments responsibility to ensure that the services of education are adequate.

However, when parents absolve this responsibility then governments have an additional responsibility: to ensure a high standard of education through the standards itself, but also through participation and engagement.


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