Absenteeism investigated in new research reportA recent research report, Better Practice in School Attendance – Improving the School Attendance of Indigenous Students, commissioned by the Department of Education, Science and Training Affairs (DEST) has found that absenteeism among Indigenous students is markedly higher than among non-Indigenous students. Also, Indigenous students have higher rates of suspension and lower retention rates than non-Indigenous students. The major difference between Indigenous and non-Indigenous school attendance is the much larger proportion of Indigenous students who are absent from school for a comparatively large number of days. The absences of Indigenous students in all age groups are much more likely to be recorded as “unexplained” with no further information collected to explain why they are absent. The report found that there is considerable variation in the pattern of attendance within the Indigenous student population. The rates of absenteeism are reported to be markedly higher in more isolated, traditionally orientated communities where family mobility is a factor, and where long periods of absence between attendance at one school and the next are a common occurrence. The report notes that, as well as ‘out of school’ factors, there is a growing body of opinion that ‘in school’ or school-based factors are of primary importance in relation to non-attendance of Indigenous students. The researchers found large variations in attendance between and within States and Territories and schools, even in similar geographic and socio-economic situations. They concluded that practices at the school level, in addition to other strategies, could significantly improve the attendance of Indigenous students. Some of the report’s main findings were:School/Staff Factors In areas where English is obviously a second language, the teaching staff are not required to have any training in teaching English as a second language prior to their appointment. Many teachers, however, were well aware of their own inadequacies, especially some who had been trained as secondary teachers and found themselves appointed to primary schools in non-English speaking communities. School environment and teacher attitudes towards Indigenous students were vitally important if school attendance rates were to improve. Some schools and their staff did not provide a welcoming, caring and safe environment for Indigenous students. Much of the difficulty that exists in some schools can be attributed in large part to the lack of success enjoyed by Indigenous students. The lower levels of literacy amongst Indigenous students prevents them from participating fully in academic activities and affects their attendance and success at school.
During the consultations many teachers saw poor school attendance by some Indigenous students as preventing the school’s education programme from proceeding as planned. This can result in cessation of classes when insufficient students attend, or insufficient desks and equipment on days when all students attend. In communities in northern Australia the school year and day are based on patterns existing in southern areas and little account is taken of differences in climate, seasons and culture. There is the need to provide practically oriented and meaningful educational activities for adolescent Indigenous males, particularly in remote areas, where it is seen to be appropriate for such education to be provided in a situation removed or segregated from the normal school setting. ‘School is only for kids’ is a typical response from traditionally oriented male students approaching or following initiation. Students who reported that computers were accessible to them out of school were more likely to attend regularly. This suggests that working with computers may encourage students to take a greater interest in school activities.
The level of acceptance of Indigenous culture within the general community and the school was seen as being an important factor in Indigenous perceptions of schools. Some communities still view school as ‘white fella’ places and concerted efforts are required to overcome this image. The use of Indigenous elders to teach language and cultural matters and provide a link between community and school was very successful in several schools, as was the employment of community members within the schools in ancillary positions. The Need for Improved Recording and Maintenance of Attendance
Data The report can be accessed on the Internet at: For further information contact: Eileen Newmarch An Example of Strategies Used in the School to Increase AttendanceCASE STUDY Badu Island State Primary SchoolOne of the more successful schools with attendance at some 95 per cent is Badu Island State Primary School. The researchers found that the school prides itself on providing an acceptable, safe, caring and welcoming environment for students. The school motto, “Our school is your school too” is displayed prominently, and reinforced by many of the school’s practices. When children are ill, they rest in the administrative area next to the principal’s office so that he is fully aware of their situation. Under the verandah of the building forming the school’s quadrangle are a number of murals or storyboards that tell the traditional stories of Badu. These murals were developed under the guidance of an Island elder, and are used to foster pride within the pupils and give them an understanding of their heritage. Badu Island State Primary School meets the expenses of parents if they accompany their children on excursions. This is the kind of ‘open door’ policy with a view to promoting meaningful community involvement, which the researchers noted was common amongst schools with high attendance. A community-based reading scheme at Badu Island State Primary School was very popular with students and parents. The children wrote their own stories using computer technology and did illustrations to produce their own readers, which they were eager to read to teachers, visitors and community members. Cultural activities are held at the school throughout the year, supported by an intensive public awareness program to inform the community of school activities and achievements and to gain parental and community involvement and support. Badu Island State Primary School plans to add a secondary year to its primary programme because of the many fourteen year olds who no longer attend school. After completing primary school, they are sent to secondary school on Thursday Island or the mainland, but are reluctant to return to secondary school after the first term vacation. |
CONTENTSThis edition of Learning for All provides details of some
significant developments in the education and training of Indigenous
Australians in the schools, vocational education and training, and
higher education sectors. The publication also provides information
on research findings and best practice in education. Closing the Gaps – an overview of outcomes for Indigenous students in the different sectors. Introduction – the Minister for Education, Training and Youth Affairs, the Hon Dr David Kemp MP. The National Indigenous English Literacyand Numeracy Strategy – a major initiative to improve educational outcomes for Indigenous students. Absenteeism investigated – examines the attendance rates of Indigenous students at all levels of schooling and ways to improve them. Is there a relationship between the school success of Indigenous students and positive self-identity? – considers the relationship between school outcomes and the self-identities of young Indigenous Australians. Developing Best Practice with Indigenous New Apprenticeships – identifies innovative ways to implement Indigenous New Apprenticeships. Helping Indigenous students make the transition from school to work – examines how Indigenous students are performing at a number of transition points from school to work. (continued over page) Green Corps – discusses the participation of Indigenous people in this national training programme for young Australians. What Works? – discusses effective teaching strategies, which were trialled in schools throughout Australia during 1998 and 1999. 17 Partners in a Learning Culture – outlines the Aboriginal and Torres Strait Islander Strategy for Vocational Education and Training 1999–2005. Partners in a Learning Culture – outlines the Aboriginal and Torres Strait Islander Strategy for Vocational Education and Training 1999–2005. Kardu Kigay – young men in a remote Aboriginal community are helped to develop self-esteem, strengthen English literacy and numeracy skills and gain skills for possible future employment. Territorian takes out top training award – for Indigenous students in the 2000 Australian Training Awards. Career options and the world of work – help for Indigenous students and their parents to make choices about their education and careers. Gumala Mirnuwarni – “coming together to learn”, Indigenous community, schools and industry in the Karratha region of Western Australia work together. WADU “together in partnership and trust” – innovative workplace learning experiences for Indigenous secondary students. Indigenous law students gain work experience – since the 1970s Indigenous law students have been helped to successfully complete their degree. Yandi – an assignment and assessment tracking database to increase the success and retention rates for Indigenous students. Open Learning Initiatives to Assist Indigenous Australians – aim to improve access to education for Indigenous people. The Facts and Figures section – profiles trends in participation by Indigenous Australians across all sectors of education and training.
Questionnaire: Learning for All: Opportunities for Indigenous Australians. – The editors would appreciate your feedback on the pilot edition of Learning For All. |