JOINT MEDIA RELEASE

EDUCATION FOR INDIGENOUS AUSTRALIANS - a commitment to increased effort towards achieving the same educational outcomes for non-Indigenous Australians

10 September 1999

"Indigenous Australians must have the same opportunities educationally as non-Indigenous Australians," the Minister for Education, Training and Youth Affairs, Dr David Kemp said today.

"Although Indigenous participation and attendance in formal education and training has substantially increased in recent years, literacy, numeracy and attendance remain the key priority issues in the delivery of education to Indigenous communities," said Dr Kemp.

"Research shows that between 1991 and 1998 there has been a 40% increase in Indigenous school enrolments and a 60% increase in Higher Education enrolments.

However there is still great room for improvement as only 32% of Indigenous students remain to Year 12," said Dr Kemp.

Dr Herron, the Minister for Aboriginal and Torres Strait Islander Affairs said, "Students – Indigenous and non-Indigenous – who do not complete secondary studies place significant economic burden on society. The cumulative effects of not completing secondary studies can lead to higher levels of unemployment, reduced earnings, health problems, engagement of criminal activities, welfare dependency and burdens to families. "

"Quality education for Indigenous Australians is a crucial step towards empowering Indigenous people, " said the Minister for Aboriginal and Torres Strait Islander Affairs, Dr John Herron.

Ministers Kemp and Herron were united in their agreement that improving Indigenous education is a national priority and requires ongoing commitment, assessment and analysis to ensure Indigenous Australians are given the assistance to achieve the education outcomes that they are capable of achieving.

To this end, the Commonwealth, State and Territory Ministers at the Ministerial Council for Aboriginal and Torres Strait Islander Affairs (MCATSIA) meeting in Alice Springs on 10 September 1999 passed a resolution in the following terms:

1. Note that achieving appropriate and equitable educational outcomes for Indigenous Australian is an urgent national priority and reaffirm the importance of:

• skills and qualifications for improving the labour market competitiveness of Indigenous peoples, which in turn are influenced by

• school retention and completion rates

• literacy and numeracy achievements

• school attendance; and

• family support structures and arrangements

2. Note the need for further research on the constellation of factors associated with successful students;

3. Note and endorse the significant steps taken by the Ministerial Council for Employment, Education, Training and Youth Affairs (MCEETYA) to advance indigenous education outcomes, especially through the new National Goals for Schooling and by the establishment of a Taskforce on Indigenous Education;

4. Agree to actively support MCEETYA in their endeavours in respect to indigenous education wherever possible , and especially by encouraging:

• cross portfolio cooperation and coordination within government; and

• wide ranging, cross sectoral interest in and input to the work of the Taskforce on Indigenous Education ; and

2. Agree to ask MCEETYA to keep MCATSIA informed about the progress and outcomes of the Taskforce on Indigenous education.

The Chairwoman of the Council for Aboriginal Reconciliation, Ms Evelyn Scott said, "Governments need to engage our parents and care givers to ensure they are meeting the needs of our children.

"By empowering educationally disadvantaged Australians with knowledge and practical skills like literacy and numeracy, we can achieve true equality and work together to strengthen efforts towards reconciliation."

Gatjil Djerrkura, the Chairman of ATSIC said," I appreciate Dr Kemp’s efforts to ensure education outcomes for Indigenous Australians and am extremely heartened by his presence here at the MACTSIA meeting to highlight the crucial importance of Indigenous education.

"David Kemp’s aim to see a real shift in Indigenous education outcomes by 2004 is the type of leadership we are looking for in this critical area."

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