Helping Indigenous students make the transition from school to work

A research report, from the Australian Council for Educational Research (ACER), The School to Work Transition of Indigenous Australians, looks at how Indigenous students are performing at a number of transition points from school to work. The research was commissioned in 1999 by the Department of Education, Science and Training (DEST).

The report describes how Indigenous students are performing and outlines the disadvantages Indigenous students experience in the areas of housing, health, and geographic isolation that affect their educational outcomes. Against this backdrop of disadvantage, the report identifies a range of strategies that are proving successful in encouraging Indigenous students to progress along a continuum from school to work. The transition points include from primary to secondary school, compulsory school years (Year 10) to post compulsory school years (Years 11 and 12), secondary school to higher education and Vocational Education and Training (VET), and from school to work.

Primary to Secondary

The report noted that many Indigenous children experience problems in English literacy. The National English Literacy Survey, which surveyed Year 3 and 5 students, found that many Indigenous students had English literacy skills 3 to 4 levels below that of the main sample. Many also had high rates of absence from school.

Indigenous students face significant barriers in the primary years, which affect their performance in school. These barriers include poor health, problems in the classroom because English is their second language, and problems with the methods of learning practised at school, which differ to the methods practised at home. Appropriate learning contexts are essential in assisting Indigenous children to attend, and learn, in the primary years. Schools could improve the attendance and performance of Indigenous students, if they sought to integrate Indigenous methods of learning into curriculum, and considered Indigenous dialects in the classroom.

According to the report, Indigenous students who do remain at school in the primary years, and make the transition to secondary schooling, often feel ‘lost’ and less secure in their new setting. There needs, therefore, to be adequate sources of support for Indigenous students as they make the transition to secondary school. ‘Back to school programmes’ in the early secondary years are also cited as a useful way of encouraging Indigenous students to return to school.

Indigenous students are more likely to remain in school if the educational setting is both welcoming and sensitive.

Compulsory Schooling to Post-Compulsory Schooling
(Years 10 to 11 and 12)

Although 83.0 per cent of Indigenous students nationally stayed on until the end of Year 10, only 32.1 per cent remained in school until the end of Year 12 in 1998. Retention rates for non-Indigenous students in years 10 and 12 were 97.1 per cent and 72.8 per cent respectively.

According to the report, Indigenous students are more likely to remain in school throughout the compulsory years and move on to post-compulsory schooling if the educational setting is both welcoming and sensitive to the needs of Indigenous students. Other factors stated as playing an important role in helping Indigenous students stay at school include having the support of peers, role models, teachers, counsellors and parents. The report found that key motivational factors influencing young Indigenous students to stay beyond the compulsory years are self-reliance, confidence and goal direction.

School to Further Education – Vocational Education and Training (VET)

Many Indigenous students make the decision to progress from school to VET because they believe VET can play a major role in increasing their employability and career options. In 1996, participation rates for Indigenous persons 15–19 years in VET (26 per cent) were only marginally lower than for non-Indigenous persons (27.5 per cent). (Although these figures are similar, it must be acknowledged that there is a greater pool of Indigenous students potentially available for VET due to their early school leaving.)

A very important factor in encouraging students to move on to VET is the degree of involvement of the Indigenous community in the planning, implementation and support of the course of study. If the Indigenous community has had a role in the design of the course, or if the course has been developed to fill a particular need in the Indigenous community, Indigenous students are more likely to enrol. Other positive factors include adequate support services associated with the course and flexible delivery. Indigenous students are also more likely to make the transition to further education if there are programmes of study that assist them to improve their literacy and numeracy skills.

School to Higher Education The proportion of Indigenous students making the transition from school to higher education is considerably lower than for non-Indigenous students. In 1996, the participation rate for Indigenous persons was 2.6 per cent, compared to 10.8 per cent for non-Indigenous persons. Once in higher education Indigenous students are less inclined to remain there for the duration of their study.

Despite this discrepancy, several factors contribute to help Indigenous students make the transition to University. Such factors include the provision of preparation courses at University and the availability of courses via the Internet. The ability to communicate with teachers via the Internet is also seen as an incentive for Indigenous students, as is the provision of ABSTUDY. If Indigenous students are exposed to positive role models in the final years of secondary school and in their years at University, it is believed they are more likely to make the transition and successfully completetheir studies.

School to Work

The report outlines a number of programmes playing an important role in helping Indigenous students make the transition from school to work. These include work placements for secondary students, VET in school programmes, and New Apprenticeships in school.

When the Indigenous community plays a role in the development and support of these programmes in school, Indigenous students are also more likely to participate. Other incentives include the availability of competency-based training (CBT) in the secondary years. CBT is far more effective when Indigenous students can learn the skills in a setting that is familiar to them, or relevant to the skill learnt.

The report The School to Work Transition of Indigenous Australians clearly identifies that to increase the transition of Indigenous students from school to work across all transition points, emphasis must be placed on ensuring access to education, encouraging the support of Indigenous communities, and providing curriculum that is culturally relevant and taught in a setting that values Indigenous culture.

The report is available from:

Prue Richardson
Enterprise and Career Education Branch
Department of Education, Science and Training
Phone: (02) 6240 7980
email: prue.richardson@DEST.gov.au

For further information contact:

Mr Kevin Gill
Indigenous Education Branch
Department of Education, Science and Training
Phone: (02) 6240 9306
email: kevin.gill@DEST.gov.au

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.