Garma Institute / The Yothu Yindi Foundation

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To assist in the delivery of culturally-appropriate training for Yolngu at the Garma Institute, the Yothu Yindi Foundation commissioned NMC inclusive for the development of training modules to assist training providers to:

• Understand the cultural context of Yolngu in East Arnhem Land
• Guide the modification of training resources and assessment to be culturally appropriate, and
• Prepare trainers to work alongside Yolngu training facilitators in the delivery of training.

This approach brings Yolngu and non‑Yolngu educators together as equal partners, recognising Country as the first teacher, valuing cultural knowledge above Western‑centric models, and creating space for both knowledge systems to meet, inform one another, and hold equal importance.

Through a process of co‑design and co‑creation with Yolngu, learning materials that reflect Yolngu knowledge systems, priorities, and ways of learning have been developed for training providers. It draws on evidence based best practice across education, learning design, cultural capability, community development, and trauma informed practice.

The training informs how learning occurs at the Garma Institute and extends beyond individual skill development; it builds community capacity, empowering learners to take their knowledge back to their homelands and strengthen Yolngu self‑determination.

Although designed for trainers, these free access training modules are also a good introduction for anyone interested in Yolngu culture and the Garma Institute.

Link to training modules:  The Story So Far | Garma Institute 

In partnership with the Arnhem Land Progress Aboriginal Corporation (ALPA), NMC Inclusive designed and developed a suite of culturally responsive, scaffolded learning pathways to support Aboriginal learners in remote Arnhem Land communities to prepare for employment in the construction industry. The project responded to identified barriers including low language, literacy and numeracy (LLN) levels, limited cultural relevance in existing training resources, and the need for flexible learning solutions in communities with intermittent internet access.

The project aimed to create accessible and culturally safe pathways into construction employment by developing three interconnected learning programs:

• Get Ready for Construction (non-accredited)
• Get Ready for White Card (non-accredited)
• White Card (CPCWHS1001) (accredited training)

These programs were specifically designed for learners across varying LLN levels and provided a structured pathway from foundational skills through to nationally recognised workplace safety qualifications and employment opportunities with local construction enterprises such as Bukmak Constructions.

NMC Inclusive worked closely with ALPA, local stakeholders and community members in Galiwin’ku and Ramingining to ensure the learning materials reflected local culture, language, community realities and employment contexts. The program incorporated:

• Strengths-based and trauma-informed learning design
• 8 Aboriginal Ways of Learning pedagogy
• Cognitive Load Theory principles
• Contextualised imagery, language and case studies
• Blended online and offline learning resources
• Structured study schedules and learner progress tracking
• Flexible delivery for communities with unreliable internet access

This approach ensured learners could engage with content that was relevant, culturally respectful and directly connected to local employment pathways.

The project delivered significant positive outcomes for both learners and communities:

• Achieved a 94% completion rate for the White Card qualification (48 completions from 51 enrolments). 
• Supported learners across multiple remote Arnhem Land communities.
• Created culturally representative learning materials featuring local people, places and construction contexts. 
• Increased learner engagement, confidence and participation through scaffolded, accessible instruction.
• Generated strong demand for expansion across additional communities and attracted interest from external organisations, including educational institutions and industry stakeholders.
• Established clearer pathways to employment and future training opportunities within the construction sector.

According to ALPA, the resources were highly relatable, culturally safe and better aligned to the needs of Yolŋu and Aboriginal learners than traditional training materials. Their success demonstrated the value of community-led consultation, culturally responsive instructional design and contextualised learning in improving educational and employment outcomes for remote Indigenous communities.