The Aboriginal Early Childhood Education Initiative is aimed at improving the readiness of Aboriginal children for schooling.

The initiative provides language development services for Kindergarten - Year 1 Aboriginal students to improve their oral language skills.

Follow the Dream: Partnerships for Success is a tertiary aspirations program for Aboriginal students.

It targets Aboriginal students with high aspirations as they commence their secondary education. Participating students are encouraged to complete Year 12 and achieve results that enable entrance into tertiary studies. The program also supports high-achieving Aboriginal students in neighbouring schools.

Participating students benefit from after-school learning centres where tutors and mentors assist them in all facets of their education, and also from opportunities created by the involvement in the program of industry partners. The program operates in partnership with The Graham (Polly) Farmer Foundation.

KindiLink is a play-and-learn initiative for three-year-old Aboriginal children who attend with a parent or carer at 37 selected schools.

It is running as a pilot (2016-2018) and will be independently evaluated to inform future directions.

The target group for KindiLink is Aboriginal children in the year prior to them being eligible to attend Kindergarten (i.e., three-year-olds). Where capacity exists, younger siblings may also attend. Children and families from outside a KindiLink school's catchment area are welcome to participate in KindiLink. Where capacity also exists, and with support from attending families and the local community, non-Aboriginal children and parents or carers may be invited to participate.

The 2015 Australian Early Development Census found that many Aboriginal children in Western Australia were doing well, but it also found that 47.5% of Aboriginal children were vulnerable on one or more developmental domains compared with 19.5% of non-Aboriginal children and higher than the national average of 42%. NAPLAN 2015 data indicated that only 66% of Year 3 Aboriginal students in Western Australian public schools met the national minimum standard for reading compared with over 95% of non-Aboriginal students.

Each session is planned and facilitated by an early childhood teacher and an Aboriginal and Islander Education Officer who work alongside families. Activities are based on the principles and practices of the Early Years Learning Framework, with a range of freely chosen and developmentally appropriate hands-on experiences available.

Vocational Education and Training (VET) in Schools programs are delivered as part of a broad, general education that combines study towards a senior secondary certificate with a nationally recognised VET qualification within the Australian Qualification Framework.

The specific areas identified as priority areas for VET in Schools for action in the Principles and Guidelines include:

- The establishment of VET in Schools by schools not previously involved in the delivery of VET in Schools.
- Expanding the range and spread of VET in Schools courses offered across industry sectors by schools already involved in the delivery of VET in Schools.
- The establishment of VET in Schools courses in new industry areas and in industry areas currently not well subscribed in VET in Schools.
- Increasing participation in VET in Schools by particular student groups that are difficult to reach and/or service, for example, improving access for students in rural and remote areas and for educationally disadvantaged students including Indigenous students and students with a disability.
- Developing strategies to maintain quality standards in VET in Schools, including professional development.
- Increasing participation in School-Based New Apprenticeships (in WA these are called School-Based Traineeships) and other trades-related vocational courses that relate to skills shortages.
- Addressing areas of skills shortage.