A First Nations learning system is an established system of education and learning, with its own standards, specialists and practices. And yet since colonisation it has never been systematically embedded in the structures that govern the way First Nations people are taught in Australia. Today, the child of recently arrived migrants has a greater chance of learning in their first language than a First Nations child.

This is despite the evidence showing that embracing First Nations-led and designed education offers real hope in addressing structural disadvantage and improving educational outcomes for First Nations people in Australia. The recognised benefits of First Nations-led and designed education systems include:

• Increased engagement and improved learning outcomes
• Improved health and wellbeing of children, including improved mental health outcomes
• Increased First Nations employment
• The strengthening and revitalising of first languages, many of which are in decline
• Increased engagement of families in children’s education
• A reduction in the number of children and young people exiting education early
• Improved economic wellbeing and independence upon exiting school

This approach, which this report calls Apmerengentyele (named by Dr M.K. Turner OAM), is a complex system of knowledge and practice that underpins the First Nations worldview.

This report provides a roadmap for embracing Apmerengentyele. It is an argument for a significant reform of the Australian education system to recognise and resource Apmerengentyele, with the goal of Apmerengentyele becoming an accessible and widespread education system of choice for First Nations communities across the country.