Outcomes from consultation

We conclude that

It is a good time for Sea Country Guardians.

The content and strategies for young people to learn is the business of families and community groups rather than schools. Several participants were quite critical of schools preparing students to leave the community when most stayed and schooling provided little preparation for staying.
Caring for sea country includes caring for the land. The idea that everyday activities on land are a major long-term effect on the reef is readily accepted and understood. It is consistent with the holistic Indigenous resource view of the world where all things are interconnected.
Time on country is central to connecting with country and taking responsibility for caring for country. Caring for country is learned – not inherited.
Eight Walking on Country Messages emerged as messages from communities to the GBRMPA to embed into activity design. The GBRMPA may wish to add its messages to this list to provide the overall framework that will guide Sea Country Guardians long-term development and operation.
The name of the project deserves more consideration to avoid alienation of Inland Country peoples. We will recommend possible ways of dealing with this after the second round of consultations where it will be a specific enquiry.
Councils see significant synergy between supporting Sea Country Guardians and becoming a Reef Guardian Council.
Schools are reticent to engage until NAPLAN testing is over. There has been little consideration of the impact of the Australian Curriculum in schools at this stage providing an opportunity for Sea Country Guardian school targeted activities to be based on the Australian Curriculum to enhance their attractiveness to schools.
The most sustainable projects will partner with existing activity probably leading to only 1 or 2 projects implemented per community in this initial phase.