CLOSING THE GAPS

As a nation, Australia has done well in improving the educational outcomes of young Australians and our skills base, with economic and social benefits for both individuals and the community. The Australian workforce is now better educated and skilled than ever before, and access to education and training has been greatly enhanced through advanced technology.

There has been strong growth in Indigenous school enrolments with an almost 41 per cent increase from 1991 to 1998. Participation in secondary schooling has increased from 54 per cent in 1986 to 60 per cent in 1996.

Indigenous enrolments in Vocational Education and Training (VET) have almost doubled from 1994 to 1998 and Indigenous people are well represented in VET relative to the Indigenous share of the total Australian population. While Indigenous people comprise approximately 2 per cent of Australia’s total population, around 4 per cent of all clients aged 15–64 undertaking publicly-funded vocational programmes in 1998 were Indigenous.

Between 1992 and 1999, Indigenous student numbers in higher degree and other postgraduate degrees increased by 156 per cent. At bachelor degree level during the same period, numbers of Indigenous students increased by 61 per cent. Reflecting the rapid increase in their participation in higher education, the percentage of commencing students who are Indigenous has risen from about 1 per cent in 1989 to 1.8 per cent in 1999.

For Indigenous Australians, there have been significant improvements in access, participation and outcomes in education and training relative to past years.

As a group, however, Indigenous students still experience much poorer outcomes than their non-Indigenous counterparts.

Schools The level of attendance is lower for Indigenous students at each stage of schooling. Recent data for some States show that Indigenous school students attend for about 84 per cent of the time, but non-Indigenous students attend for about 93 per cent. This gap widens in secondary school when Year 10 Indigenous students are absent up to three times more often than non-Indigenous students.

Of particular concern is the lower level of literacy achievement by Indigenous students, which was highlighted by the findings of the 1999 Year 3 Reading National Benchmarks results. Although there is an improvement since the 1996 National School English Literacy Survey, a third of the Indigenous Year 3 students do not meet the national standard in reading.

Indigenous students are also much less likely to continue their education beyond the compulsory years. In 1998, 83 per cent of Indigenous students remained in schooling to Year 10, but only 32 per cent continued to Year 12 compared to 73 per cent for non-Indigenous students.

Sources: ABS Census and population data 1986, 1991, 1196, 1998 Schools Australia ABS 4221 1991, 1998 Unpublished DEST Report: Better Practice in School Attendance – Improving the School Attendance of Indigenous Students, 2000 Australian National Training Authority Annual National Report 1998 Higher Education Report for the 2000–2002 triennium

Note:
When comparisons are made across Census years, it is acknowledged that some changes in population counts could lead to significant contrasts within the Indigenous population. The key components of change are the relatively high Indigenous birth and death rates, Indigenous migration patterns, transmission rates (mixed couple relationships), undercounts, non-response rates, editing definitions, and most significantly an increased acceptance of Indigenous status. Nevertheless, comparisons across the same year and comparisons of outcomes between Indigenous and non-Indigenous across Census years, are generally consistent when using percentages.

While the proportion of Indigenous people with qualifications has increased from 10 per cent in 1991 to 14 per cent in 1996, it is still well below the proportion of the total population possessing post-school qualifications which is approximately 35 per cent.

Vocational Education and Training

Participation of Indigenous people in VET remains disproportionately high in lower level programmes. For example, in 1999 42.3 per cent of Indigenous students were undertaking AQF Certificate levels I and II compared with 24.3 per cent of the overall student population. Only 4.7 per cent of Indigenous students were enrolled at the Diploma and Associate Diploma level compared with 11.9 per cent of the overall student population. Approximately 41.6 per cent of module enrolments undertaken by Indigenous students result in non-completion, compared to approximately 24.4 per cent for non-Indigenous students.

Higher Education

In general, Indigenous Australians are studying at a level that reflects their history of educational disadvantage: they are under-represented in bachelor degree and postgraduate courses, and are much more likely than other students to be enrolled in sub-degree courses or enabling (bridging) courses.

Although the proportion of Indigenous students in higher education is increasing over time, rising from 1 percent of commencements in 1989 to 1.8 per cent of commencements in 1999, academic success and retention rates have not increased to the same extent. In 1989, Indigenous students accounted for 0.6 per cent of all award completions. By 1998 this figure had only increased to 0.8 per cent.

CONTENTS

This 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.