INTRODUCTION From the Minister,
the Hon Dr David Kemp MP

Achieving educational equality for Indigenous Australians I am pleased to launch Learning For All – Opportunities for Indigenous Australians which is the first edition of a series of themed equity publications produced by my department. Learning for All will address key equity issues in education and training in Australia.

The economic prosperity and social cohesion of a nation depend on its citizens being able to contribute and participate in society to their potential. For individuals, nothing is more important than personal well being, independence and a sense of belonging to the community in which they live. Achieving these goals requires all Australians to have the learning skills and knowledge that enable them to continue to learn, to participate in employment and to be active members of society throughout their lives.

Achieving educational equality for Indigenous Australians remains one of the principal educational challenges facing this nation and it is a goal to which I am personally deeply committed. The delivery of an education that is relevant to young Indigenous people and reflects the richness and diversity of the cultures of Australia’s Indigenous peoples is crucial to building a future which we can all share. I believe it is within our capacity as a nation, as governments and as educators, to ensure this democratic right for Indigenous Australians. This achievement will secure a stronger, more united and more reconciled Australian society.

Over the past thirty years considerable progress has been made to increase the educational attainment levels of Indigenous Australians, especially in the school and vocational education and training sectors.

Despite these gains, significant inequality remains. For too many Indigenous Australians the major issue in achieving equality of opportunity in education remains as basic as gaining adequate literacy and numeracy skills. As a group, Indigenous students record markedly lower achievement levels in all academic subjects compared with their non-Indigenous counterparts. Of particular concern is their poor literacy achievement as evidenced in the results of the National Year 3 reading data for 1999. While there has been an improvement in the literacy levels of students since the 1996 National School English Literacy Survey, one third of Indigenous students are still below the national standard in reading. Another concern is the disparity among the States and Territories where the percentage of Indigenous students failing to meet the standard varies widely from about 22 to 70 per cent.

The Commonwealth is committed to actively acknowledging the right of Indigenous students to be able to read, write, spell and count at the same level as non-Indigenous students. The National Indigenous English Literacy and Numeracy Strategy, which was launched in March 2000, aims to ensure that every child leaving primary school should be numerate, and be able to read, write and spell at an appropriate level.

A new energetic approach is required if the goal of educational equality for Indigenous students is to be achieved within a reasonable timeframe. To this end, I am working with my State and Territory colleagues to implement a comprehensive strategy involving: Ministerial collaboration to resolve national educational policy issues; funding for specific education initiatives as symbolised by the National Indigenous English Literacy and Numeracy Strategy; and a strengthened accountability framework for achieving and reporting on Indigenous educational outcomes under both mainstream Commonwealth school funding and supplementary Indigenous programmes. The achievement of educational equality is linked to the national reconciliation process. Indigenous students need the full range of skills that schooling can provide in order to equip them to participate effectively in Australia’s business, political and social life.

Achieving the goal of educational equality can only occur when it builds on everyone’s commitment to equality in educational outcomes and on effective partnerships between all governments, local educational institutions, Indigenous communities and the rest of the Australian community.

David Kemp
Minister for Education, Training and Youth Affairs

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.