Indigenous Education and Training, 2007 National Report to Parliament on
National Report to Parliament on Indigenous Education and Training, 2007 National Report to Parliament on Indigenous Education and Training, 2007 © Commonwealth of Australia, 2011.
ISSN 1447-588X
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Director Indigenous Reporting Team Department of Education, Employment and Workplace Relations Location C12MT4 GPO Box 9880 CANBERRA CITY ACT 2601 National Report to Parliament on Indigenous Education and Training, 2007
ii Foreword
This is the seventh National Report to Parliament reading, writing and numeracy achievements on Indigenous Education and Training. Reports by 2018 and halving the gap for Indigenous for the period 2001-2006 painted a picture of students in Year 12 attainment or equivalent inadequate progress. These annual reports have attainment rates by 2020. provided a national picture in closing the gap A National Indigenous Reform Agreement between educational outcomes for Indigenous has been established to frame the task of and non-Indigenous Australians in all four Closing the Gap in Indigenous disadvantage. education sectors. It sets out the objectives, outcomes, outputs, This Report of the position in 2007 indicates performance indicators and performance some gradual improvement in levels of benchmarks agreed by COAG. It also provides participation and engagement of Indigenous links to National Agreements and National children and young people but also underscores Partnership agreements across COAG which the importance of the steps that the Government include elements aimed at closing the gap in has taken to intensify and refocus efforts to Indigenous disadvantage. improve educational outcomes. Notable statistics Education is the foundation upon which every for 2007 include the decrease in the proportion individual builds their participation in society, of Indigenous students who achieved a Year 12 builds their capacity to work and their ability Certificate, from 51.3% in 2001 to 44.3% in to lead a healthy and active life. As this report 2007. Since 2001 there has been a substantive indicates, there is much work to be done to change in the enrolment patterns of Indigenous close the gaps in education and training in higher education students, with a 25% order for Indigenous Australians to achieve increase in enrolments in Bachelor and above outcomes similar to their non-Indigenous courses and a fall of 36% in below Bachelor counterparts. This change is perfectly possible degree courses. to imagine. It will not depend so much on the When the Government took office at the end of actions of government as on our ability as a 2007 we committed to seeking fresh ideas and wider community to mobilise a national effort implementing new approaches to the enduring which creates and embeds the solutions in our problems and vast gaps of disadvantage shared life. experienced by Indigenous Australians. Our Government is in a position to lead, to We committed to tackling the educational invest, to innovate and to learn. These are disadvantage of Indigenous Australians important, practical steps which will develop the
and made it a key goal of our Education National Report to Parliament on Indigenous Education and Training, 2007 opportunities and build the capacity needed for Revolution program. Indigenous educational outcomes and economic Improvements in Indigenous education participation to improve over the coming years. outcomes can only be achieved by a I commend this report to Parliament. concerted effort by all concerned, and the ‘Closing the Gap’ strategy calls on all Australian governments to commit to closing the unacceptable gaps between Indigenous and non-Indigenous Australians in the areas of health, education, employment and social justice. Peter Garrett
The Council of Australian Governments (COAG) Minister for School Education, Early Childhood agreed to six ambitious targets for closing the and Youth gap between Indigenous and non-Indigenous Australians, which include halving the gap in
iii National Report to Parliament on Indigenous Education and Training, 2007
iv Contents
Foreword iii List of Acronyms ix List of Tables xi List of Figures xv Executive Summary xvii Story 1 — Menindee Children’s Centre, Menindee, New South Wales xxvi 1 Reporting on Indigenous Education and Training in 2007 1 1.1 The purpose of this report 1 1.2 Provision of education and training for Indigenous Australians 2 1.2.1 Governments working together 2 1.2.2 The policy context – the National Aboriginal and Torres Strait Islander Education Policy 3 1.2.3 Delivery of educational services and funding 4 1.3 The framework for this report 5 1.3.1 An annual report and a review of the period 2001-2007 5 1.3.2 Structure of the chapters 5 1.3.3 Indigenous influence, involvement and presence 6 1.3.4 Stories from education providers 6 1.4 Data used in this report 7 1.4.1 National data sources 7 1.4.2 Data from Indigenous Education Program performance reports 7 Story 2 — Mindaribba Local Aboriginal Land Council, New South Wales 10 2 Preschools 13 2.1 Overview 13
2.1.1 Key data on Indigenous preschool education, 2007 13 National Report to Parliament on Indigenous Education and Training, 2007 2.1.2 Key movements in Indigenous preschool education in 2007 14 2.1.3 The provision of preschool education for Indigenous children 15 2.1.4 Data sources 15 2.2 Equality of access and equity of participation 16 2.2.1 Indigenous preschool enrolments 16 2.2.2 Attendance 18 2.3 Equittable and appropriate education outcomes 20 2.3.1 English literacy readiness 20 2.3.2 Numeracy readiness 21 2.4 Indigenous influence, involvement and presence in preschools 22 2.4.1 Involvement of Indigenous people in educational decision-making 22 2.4.2 Indigenous employment in preschools 23
v 2.4.3 Professional Development 25 2.4.4 Culturally Inclusive Curriculum 27 2.5 Conclusion 29 Story 3 — Little Yuin Aboriginal Preschool, Wallaga Lake, New South Wales 30 3 Schools 33 3.1 Overview 33 3.1.1 Key data on Indigenous school education, 2007 33 3.1.2 Key movements in Indigenous school education in 2007 35 3.1.3 The provision of school education for Indigenous people 36 3.1.4 Data sources 36 3.2 Equality of access and equity of participation 37 3.2.1 Indigenous school enrolments 37 Story 4 — Worawa Aboriginal College, Healesville, Victoria 38 3.2.2 Retaining Indigenous students in schooling 41 3.2.3 Equity of educational participation 42 Story 5 — Tatachilla Lutheran College, McLaren Vale, South Australia 46 3.3 Equitable and appropriate educational outcomes 50 3.3.1 Literacy and Numeracy 50 3.3.2 Proficiency levels 56 3.3.3 English as a Second Language for Indigenous Language Speaking Students 57 Story 6 — Catholic Education Office of Western Australian, Leederville, Western Australia 58 3.3.4 Senior secondary outcomes 60 3.4 Indigenous influence, involvement and presence in schools 60 3.4.1 Indigenous participation in decision-making in school education 66 3.4.2 Indigenous employment in schools 67 3.4.3 Professional development 70 3.4.4 Culturally Inclusive Curricula 72 3.5 Conclusions 74 Story 7 — Aboriginal Centre for the Performing Arts, Brisbane, Queensland 76
National Report to Parliament on Indigenous Education and Training, 2007 4 Vocational Education and Training 79 4.1 Overview 79 4.1.1 Key data on Indigenous Vocational Education and Training, 2007 79 4.1.2 Key movements in Indigenous Vocational Education and Training in 2007 80 4.1.3 The provision of Vocational Education and Training for Indigenous Australians 81 4.1.4 Data sources 82 4.2 Equality of access and equity of participation 82 4.2.1 Indigenous VET enrolments 82 Story 8 — Adult Community Education (ACE) North Coast Incorporated, North Coast, New South Wales 84 4.2.2 Equity of Participation 87 4.2.3 Participation in Australian Apprenticeships 88 4.3 Equitable and appropriate educational outcomes 90 4.3.1 Literacy and numeracy 90 4.3.2 Module/competency completions 91
vi 4.3.3 Course completions 93 4.3.4 Graduate outcomes 93 4.3.5 Educational outcomes of Indigenous Australian Apprentices 94 4.4 Indigenous influence, involvement and presence in VET 95 4.4.1 Indigenous involvement in decision-making 95 4.4.2 Indigenous employment in VET 97 4.4.3 Professional development 99 4.4.4 Culturally inclusive curricula 100 4.5 Conclusions 101 Story 9 — Royal Melbourne Institute of Technology (RMIT) University, Melbourne, Victoria 102 5 Higher Education 105 5.1 Overview 105 5.1.1 Key data on Indigenous higher education in 2007 105 5.1.2 Key movements in Indigenous higher education in 2007 106 5.1.3 The provision of higher education for Indigenous Australians 107 5.1.4 Data sources 107 5.2 Equality of access and equity of participation 108 5.2.1 Indigenous higher education enrolments 108 5.2.2 Equality of Access — the Indigenous access rate 110 5.2.3 Equity of participation — the Indigenous participation rate 112 5.2.4 Other measures of equity of participation 113 5.2.5 Access and participation strategies 115 5.3 Equitable and appropriate educational outcomes 116 5.3.1 Award course completions 116 5.3.2 Graduate employment outcomes 118 5.4 Indigenous influence, involvement and presence in higher education 120 5.4.1 Indigenous participation in decision-making in higher education 120 5.4.2 Indigenous employment in higher education 121 5.4.3 Culturally inclusive curricula 123
5.5 Conclusions 124 National Report to Parliament on Indigenous Education and Training, 2007 Story 10 — Flinders University, Adelaide, South Australia 126 6 National Programs 129 6.1 Indigenous Education Program 130 6.1.1 Supplementary Recurrent Assistance 131 6.1.2 Indigenous Tutorial Assistance Scheme 131 6.1.3 Whole of School Intervention Strategy 132 6.1.4 English as a Second Language – Indigenous Language Speaking Students 132 6.1.5 Transitional Project Assistance element of the National Indigenous Education Literacy and Numeracy Strategy 133 6.1.6 Away-from-Base (AFB) for ‘mixed-mode’ delivery program 133 6.1.7 Indigenous Youth Mobility Program 133 6.1.8 Indigenous Youth Leadership Program 133 6.2 Indigenous early childhood education and schooling initiatives 134 6.2.1 Successful Learning in the Early Years of Schooling - The Indigenous Parent Factor 134
vii 6.2.2 National Accelerated Literacy Program 134 6.2.3 Yachad Accelerated Learning Project 135 6.2.4 Dare to Lead: Making the Difference 135 6.2.5 What Works 136 6.2.6 Deadly Vibe Magazine 136 6.2.7 Sporting Chance Program 137 6.2.8 Ian Thorpe’s Fountain for Youth Trust Literacy Empowerment Project 137 6.2.9 Community Festivals for Education Engagement 138 6.2.10 Books in Homes in Murdi Paaki 138 6.3 Other strategic initiatives in schooling 138 6.3.1 Country Areas Program 138 6.3.2 National School Drug Education Strategy - Indigenous, Rural and Remote Initiative 138 6.3.3 Local Community Partnerships 139 6.3.4 Youth Pathways 140 6.3.5 Connections 140 6.4 Vocational Education and Training initiatives 141 6.4.1 Joint Indigenous Funding Pool 141 6.4.2 Language, Literacy and Numeracy Program 141 6.4.3 Workplace English Language and Literacy Program 142 6.4.4 Group Training Australian Apprenticeships Targeted Initiatives Program Indigenous Projects 142 6.4.5 Australian Apprenticeships Access Program 143 6.4.6 Industry Training Strategies Program – Indigenous Regional Projects 143 6.4.7 National Training Infrastructure Program 144 6.4.8 Australian Flexible Learning Framework 2007 – the Indigenous Engagement Project 144 6.4.9 Training Initiatives for Indigenous Australians in Regional and Remote Communities 145 6.5 Higher Education initiatives 145 6.5.1 Higher Education Indigenous Support Program 145 6.5.2 Commonwealth Learning Scholarships in higher education 146 6.5.3 Indigenous Staff Scholarships Program 146 6.5.4 Endeavour Awards 147 6.5.5 Fulbright Indigenous Scholarship 147 National Report to Parliament on Indigenous Education and Training, 2007 6.6 Other major Australian Government funded initiatives 147 6.6.1 Aboriginal Study Assistance Scheme (ABSTUDY) 147 6.6.2 Council of Australian Governments (COAG) — Whole of Government Indigenous Initiative 148 6.6.3 Indigenous Flexible Funding Pool 149 Story 11 — Queensland Catholic Education Commission, Brisbane, Queensland 150 7 Payments under the Indigenous Education (Targeted Assistance) Act, 2000 & other payments 153 7.1 Indigenous Education Program payments 153 7.1.1 Supplementary Recurrent Assistance 154 7.1.2 Indigenous Tutorial Assistance Scheme 154 7.1.3 IEP Away-from-base 155 7.1.4 Indigenous education projects 155
viii 7.1.5 Transitional Project Assistance element of the National Indigenous Education Literacy and Numeracy Strategy 155 7.1.6 English as a Second Language for Indigenous Language Speaking Students 155 7.1.7 Whole of School Intervention Strategy payments 156 7.2 The Indigenous Education Statement and Other Funds Report 156 7.2.1 Additional reporting arrangements for the 2005-2008 funding quadrennium 156 7.2.2 Funding allocated for Indigenous students in 2007 157 7.3 Individual IEP payments in 2007 159 Story 12 — NSW Department of Education and Training Armidale TAFE and North Coast Institute of TAFE, New South Wales 182 Appendices 185 Appendix 1: Goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP) 185 Appendix 2: Preschool statistical tables 187 Appendix 3: School statistical tables 190 Appendix 4: Vocational Education and Training statistical tables 200 Appendix 5: Higher Education statistical tables 207
List of Acronyms
ABS...... Australian Bureau of Statistics ABSTUDY...... Aboriginal Study Grants Scheme AEP...... National Aboriginal and Torres Strait Islander Education Policy AFB...... Away-from-base for mixed mode delivery AIEW...... Aboriginal and Islander Education Worker AQF...... Australian Qualification Framework ARR...... Apparent Retention Rate AVETMISS...... Australian Vocational Education and Training Management Information Statistical Standard National Report to Parliament on Indigenous Education and Training, 2007 CDEP...... Community Development Employment Projects CLS...... Commonwealth Learning Scholarships COAG...... Council of Australian Governments DEEWR...... Department of Education, Employment and Workplace Relations DEST...... Department of Education, Science and Training ESL...... English as a Second Language ESL-ILSS...... English as a Second Language for Indigenous Language Speaking Students FTE...... Full Time Equivalent GCCA...... Graduate Careers Council of Australia GRG...... General Recurrent Grants HECS...... Higher Education Contribution Scheme HSC...... Higher School Certificate HWC...... Homework Centre IAC...... Indigenous Advisory Committee
ix ICT...... In-Class Tuition IEA...... Indigenous Education Agreement IECB...... Indigenous Education Consultative Body IEDA...... Indigenous Education Direct Assistance Program IEP...... Indigenous Education Program IHEAC...... Indigenous Higher Education Advisory Council ISF...... Indigenous Support Funding ISP...... Indigenous Support Program ISU...... Indigenous Support Unit ITAS...... Indigenous Tutorial Assistance Scheme ITSP...... Indigenous Training Strategies Program IYLP...... Indigenous Youth Leadership Program IYMP...... Indigenous Youth Mobility Program LLNP...... Language, Literacy and Numeracy Program LOTE...... Languages Other Than English MCEETYA...... Ministerial Council on Education, Employment, Training and Youth Affairs MCR...... Module Completion Rate MCVTE...... Ministerial Council for Vocational and Technical Education NAIDOC...... National Aboriginal and Islander Day Observance Committee NCVER...... National Centre for Vocational Education Research NIELNS...... National Indigenous English Literacy and Numeracy Strategy NIPC...... National Indigenous Preschool Census NPC...... National Preschool Census NSSC...... National Schools Statistics Collection NSW DET...... New South Wales Department of Education and Training OECD...... Organisation for Economic Co-operation and Development PISA...... Programme for International Student Assessment POEM...... Partnership Outreach Education Model Pilot Scheme PSPI...... Parent School Partnerships Initiative SPP...... Specific Purpose Payments National Report to Parliament on Indigenous Education and Training, 2007 SPR...... Student Progress Rate SRA...... Supplementary Recurrent Assistance SRP...... Strategic Results Projects TAFE...... Technical and Further Education (VET Institutions) TER...... Tertiary Entrance Rank TIP...... New Apprentice Targeted Initiatives Program UAI...... Universities Admission Index VCAL...... Victorian Certificate of Applied Learning VCE...... Victorian Certificate of Education VET...... Vocational Education and Training WELL...... Workplace English Language and Literacy Program WoSI...... Whole of School Intervention Strategy
x Lists of Tables
Table 1.1: Number of Indigenous students participating in four education sectors; Australia, 2001-2007 5 Table 1.2: Number of IEP Supplementary Recurrent Assistance funded education providers, by type of provider and sector; 2007 8 Table 2.1: Number of Indigenous preschool students, by state/territory, government and non-government, and growth; 2002-2007 17 Table 2.2: Participation of Indigenous children in preschool and the first two years of schooling, by state/territory; 2007 18 Table 2.3: Sessions attended per week by Indigenous students and change in sessional attendance, by state/territory and location; 2007 19 Table 3.1: Distribution of Indigenous Education Program funded providers of school education, by category of provider; Australia, 2007 36 Table 3.2: Indigenous students enrolled in government and non-government schools in 2007 and percentage growth over 2001 and 2006; Australia 40 Table 3.3: Full-time Indigenous school enrolments by state/territory and level of schooling; 2007 41 Table 3.4: Indigenous and non-Indigenous apparent grade progression ratios, Australia; 2001–2007 42 Table 3.5: Indigenous and non-Indigenous apparent retention rates; Australia, 2001-2007 43 Table 3.6: Indigenous apparent retention rates in 2007, by state/territory, and the percentage point change over 2006 43 Table 3.7: Proportion of Indigenous students in the senior years of schooling, by state/ territory and year level; 2007 44 Table 3.8: Indigenous apparent retention rates, by sex; Australia, 2001-2007 45 Table 3.9: Average gaps and range between Indigenous and All Students outcomes in reading, writing and numeracy, by year level; Australia, 1999-2007 55 Table 3.10: Mean Scores in Mathematics and Science at Year 4 and Year 8, TIMSS 2007 56
Table 3.11: Numbers of students participating and being assessed in the ESL-ILSS Program National Report to Parliament on Indigenous Education and Training, 2007 and achieving ESL Oral Scale Level 1; Australia, 2001-2007 57 Table 3.12: Educational outcomes of Indigenous Year 12 students attending government schools; Australia, 2005-2007 66 Table 3.13: Number, proportion and growth of Indigenous staff employed in government schools, by employment category; Australia, 2002-2007 68 Table 3.14: Number, proportion and growth of Indigenous staff employed in Catholic systemic schools, by employment category; Australia, 2002-2007 69 Table 3.15: Number of Aboriginal and Islander Education Workers employed in government and Catholic systemic schools (a); Australia, 2002-2007 69 Table 3.16: Number of AIEWs undertaking or having completed professional development leading to formal qualifications, by government/Catholic sector; Australia, 2001-2007 70
xi Table 4.1: Numbers of Indigenous students and the overall proportion of Indigenous students in VET; Australia, 2001-2007 83 Table 4.2: Number and proportion of Indigenous VET students, by state and territory, and growth; 2001, 2006 and 2007 83 Table 4.3: Percentage of Indigenous enrolments at the AQF Certificate III and above levels and the percentage point gap between Indigenous and non-Indigenous enrolments; by state/territory; 2001-2007 87 Table 4.4: Proportions of Indigenous students enrolled in AQF courses and the proportion of curriculum hours undertaken by Indigenous students, by level of study; Australia, 2001-2007 88 Table 4.5: Number and proportion of Commencing Indigenous Australian Apprentices and All Indigenous Australian Apprentices-in-training; Australia, 2001-2007 89 Table 4.6: Proportions of Indigenous Australian Apprentices-in-training, by course level; Australia, 2001-2007 89 Table 4.7: Proportions of Indigenous Australian Apprentices-in-training at the AQF Certificate III and above levels, by sex; Australia, 2001-2007 89 Table 4.8: Indigenous module/competency completion rates in literacy and numeracy, by provider type; Australia, 2001-2007 91 Table 4.9: Indigenous and non-Indigenous module/competency completion rates and the percentage point gap between them; Australia, 2001-2007 91 Table 4.10: Proportion of total qualifications completed by Indigenous students, by AQF level; Australia, 2001-2007 93 Table 4.11: Employment outcomes for TAFE graduates; 2003-2007 surveys 93 Table 4.12: Percentage of Indigenous and non-Indigenous TAFE graduates who reported positive outcomes from their VET training; 2003-2007 surveys 94 Table 4.13: Australian Apprenticeship completions by Indigenous students, by level of qualification; Australia, 2001-2007 95 Table 4.14: Number and estimated(a) full time equivalent Indigenous employees in state and territory government VET systems, by employment category; Australia, 2001-2007 97 Table 4.15: Number and full time equivalent Indigenous employees in non-government National Report to Parliament on Indigenous Education and Training, 2007 VET institutions, by employment category; Australia, 2001-2007 98 Table 5.1: Number of Commencing Indigenous students by level of study 2001-2007 and proportional change; Australia, 2006-2007 and 2001-2007 109 Table 5.2: All Indigenous students by level of study 2001-2007 and proportional change; Australia, 2006-2007 and 2001-2007 110 Table 5.3: Number and proportion of award course completions by Indigenous students, by level of course; Australia, 2001-2007 117 Table 5.4: Indigenous and non-Indigenous student progress rates and Indigenous success ratio; Australia, 2001-2007 118 Table 5.5: Number and proportion of All staff by Indigenous status; Australia,2001-2007 121 Table 7.1: Total IEP funding to government and non-government recipients, by state/ territory; 2007 153 Table 7.2: ITAS payments, by program element, by state/territory; 2007 154
xii Table 7.3: Distribution of IEP Away-from-base funds, by state/territory; 2003-2007 155 Table 7.4: Whole of School Intervention project approvals, expenditure and additional funds from other sources, by state and territory; 2007 156 Table 7.5: IEP funding (five program elements) to individual government and non- government recipients, by state and territory; 2007 159 Table 7.6: Total IEP funding to individual government and non-government recipients, by program element; 2007 180 Table A2.1: Number of preschools, total enrolments and total Indigenous enrolments reported in the 2007 National Indigenous Preschool Census 187 Table A2.2: Number of Indigenous enrolments in government and non-government preschools, by state/territory and location; 2003-2007 187 Table A2.3 Number of Indigenous preschool enrolments, by gender, state/territory andlocation; 2003-2007 188 Table A2.4: Number of Indigenous preschool enrolments, by age group, state/territory and location; 2007 188 Table A2.5: Number of Indigenous preschool enrolments, by state/territory and location; 2003-2007 189 Table A2.6: Definitions of ‘preschool’ for the non-government sector, by state and territory 189 Table A3.1: Percentage of Year 3 students achieving the reading, writing and numeracy benchmarks, by Indigenous and All Australian students; 1999-2007 190 Table A3.2: Percentage of Year 5 students achieving the reading, writing and numeracy benchmarks, by Indigenous and All Australian students; 1999-2006 190 Table A3.3: Percentage of Year 7 students achieving the reading, writing and numeracy benchmarks, by Indigenous and All Australian students; 2001-2007 191 Table A3.4: Percentage of Indigenous and All students meeting the reading, writing and numeracy benchmarks, by year level and geolocation; Australia, 2007 192 Table A3.5: Indigenous primary school enrolments, by government/non-government sectors, and growth; Australia, 2002-2007 193 Table A3.6: Indigenous and non-Indigenous secondary school enrolments, by government/ non-government sectors; Australia, 2002-2007 194
Table A3.7: Indigenous school enrolments by government/non-government sectors and National Report to Parliament on Indigenous Education and Training, 2007 level of schooling; Australia, 2001-2007 195 Table A3.8: Indigenous and non-Indigenous apparent retention rates to Years 10, 11 and 12, by government/non-government sectors; Australia, 2002-2007 196 Table A3.9: Indigenous apparent grade progression ratios and the percentage point gap between them and non-Indigenous ratios; Australia, 2001-2007 197 Table A3.10: Indigenous and non-Indigenous apparent grade progression ratios, by state/ territory; 2007 197 Table A3.11: Indigenous apparent retention rates and the percentage point gap between them and non-Indigenous rates; Australia, 2001-2007 198 Table A3.12: The overall structure of schooling in Australia 199 Table A4.1: Number and proportions of Indigenous VET students, by provider type; Australia, 2001-2007 200
xiii Table A4.2: Number of Indigenous VET students and the ratio of Indigenous to All students, by state and territory; 2001-2007 200 Table A4.3: Total Indigenous VET enrolments (with proportions), by AQF course level; Australia — 2001, 2004 and 2007 201 Table A4.4: Proportions of Indigenous VET course enrolments by AQF course level, 2001-2007, and non-Indigenous VET course enrolments, 2007; Australia 202 Table A4.5: Proportion of Indigenous VET course enrolments at the AQF Certificate III and above levels, by state/territory; 2001, 2003, 2005 and 2007 and non- Indigenous VET course enrolments, 2007; Australia 202 Table A4.6: Distribution of Indigenous VET course enrolments by major field of education, Australia, 2003, 2005 and 2007; and non-Indigenous distribution, 2007 203 Table A4.7: Average annual hours and total number of hours (000) undertaken by Indigenous and non-Indigenous VET students; Australia, 2001-2007 203 Table A4.8: Home location of Indigenous and non-Indigenous VET students by geographical region; Australia, 2007 204 Table A4.9: Highest level of schooling completed by Indigenous VET students and adjusted levels Australia 2001, 2003, 2005 and 2007; and non-Indigenous levels of schooling, 2007 204 Table A4.10: Age distribution of Indigenous VET students, Australia, 2001, 2003, 2005 and 2007; and non-Indigenous students, 2007 205 Table A4.11: Educational outcomes for Indigenous VET students undertaking basic literacy and numeracy modules/competencies; Australia, 2001-2007 and non-Indigenous VET students, 2007 205 Table A4.12: Educational outcomes for Indigenous VET students in all modules/ competencies; Australia, 2001-2007 and non-Indigenous VET students, 2007 205 Table A4.13: Load pass rates for government funded Indigenous VET students: Australia, 2002-2007 206 Table A5.1: Commencing and all Indigenous students by state/territory, institution and gender, Australia; 2007 208 Table A5.2: Award course completions for Indigenous students by state/territory, institution and broad level of course, Australia; 2006 211 National Report to Parliament on Indigenous Education and Training, 2007 Table A5.3: Commencing and All Indigenous students by level of course and broad field of education; Australia, 2007 213 Table A5.4: Commencing Indigenous students (2001-2007) and growth in Commencing Indigenous and Commencing Domestic students (2006-2007); by state and territory 216 Table A5.5: All Indigenous students (2001-2007) and growth in All Indigenous and All Domestic students (2006-2007); by state and territory 216 Table A5.6: Number and percentage of Commencing and All Indigenous students, by gender and change; Australia, 2001-2007 217 Table A5.7: Number and proportion of Indigenous students by broad field of education; Australia, 2001-2007 218 Table A5.8: All Indigenous students and percentage of All Indigenous to All Domestic students, by level of course; Australia, 2001-2007 219
xiv Table A5.9: Number of award course completions by Indigenous students, and percentage of Indigenous to Domestic award course completions, by level of course; Australia, 2000-2007 219 Table A5.10: Number and proportion of award course completions by Indigenous students, by field of education; Australia, 2001-2007 220 Table A5.11: Number of award course completions by Indigenous students by gender, and proportion of completions by females; Australia, 2003-2007 221 Table A5.12: Number and percentage of Indigenous and non-Indigenous staff, by job function; Australia 2007 222
Lists of Figures
Figure 2.1: Overall median scores of students assessed as being ready for entry to school in literacy, by Indigenous and non-Indigenous, government and non-government; Australia, 2001-2007 20 Figure 2.2: Overall median scores of students assessed as being ready for entry to school in numeracy, by Indigenous and non-Indigenous, government and non-government; Australia, 2001-2007 22 Figure 2.3: Number and proportion of Indigenous staff in Indigenous controlled and non-Indigenous controlled IEP funded preschools; Australia, 2001-2007 24 Figure 2.4: Number of Indigenous preschool staff by employment category; Australia, 2001-2007 25 Figure 3.1: Median Indigenous and non-Indigenous primary school attendance rates, Government and Catholic systems; Australia, 2005-2007 48 Figure 3.2: Median Indigenous and non-Indigenous secondary school attendance rates, Government and Catholic systems; Australia, 2005-2007 49 Figure 3.3: Percentage of Indigenous Students and All Students meeting the reading, writing and numeracy benchmarks, by year level; Australia, 2007 50 Figure 3.4: Percentage of Year 3 and Year 7 Indigenous students meeting the reading, writing and numeracy benchmarks, by geolocation; Australia, 2007 50 National Report to Parliament on Indigenous Education and Training, 2007 Figure 3.5: Average proportion of Indigenous students in each quartile for reading and numeracy, government schooling systems; Australia, 2007 52 Figure 3.6: Percentage of students meeting Year 3 reading benchmark 53 Figure 3.7: Percentage of students meeting Year 5 reading benchmark 53 Figure 3.8: Percentage of students meeting Year 7 reading benchmark 53 Figure 3.9: Percentage of students meeting Year 3 writing benchmark 53 Figure 3.10: Percentage of students meeting Year 5 writing benchmark 53 Figure 3.11: Percentage of students meeting Year 7 writing benchmark 53 Figure 3.12: Percentage of students meeting Year 3 numeracy benchmark 54 Figure 3.13: Percentage of students meeting Year 5 numeracy benchmark 54 Figure 3.14: Percentage of students meeting Year 7 numeracy benchmark 54
xv Figure 3.15: Indigenous students who achieved a Year 12 Certificate as a percentage of students who were enrolled in Year 11 in the previous year, government and Catholic systems combined, by state/territory and Australia; 2004-2007 60 Figure 3.16: Percentage of Indigenous and non-Indigenous students who received a Year 12 Certificate as a proportion of students enrolled in Year 8 four years previously; Australia, 2002-2007 61 Figure 3.17: Educational outcomes of students attending government schools who completed Year 12 in 2007; Australia 62 Figure 4.1: Number of Indigenous VET students, by provider type; Australia, 2001-2007 86 Figure 4.2: Educational outcomes for Indigenous and non-Indigenous students undertaking basic literacy and numeracy modules/competencies, all education providers; Australia, 2001-2007 90 Figure 4.3: Educational outcomes for Indigenous and non-Indigenous students in all modules/competencies and the non-Indigenous completion rate; Australia, 2001-2007 92 Figure 5.1: Number of Commencing and All Indigenous students, by gender; Australia, 2001-2007 108 Figure 5.2: Indigenous access and parity rates; Australia, 2001-2007 111 Figure 5.3: Indigenous participation and parity rates; Australia, 2001-2007 112 Figure 5.4: Indigenous retention ratio and parity rates; Australia, 2002-2006 113 Figure 5.5: Distribution of Indigenous and non-Indigenous students by broad field of education; Australia, 2007 114 Figure 5.6: Distribution of Indigenous and non-Indigenous enrolments, by level of course; Australia, 2007 115 Figure 5.7: Number of award course completions by Indigenous students, by level of award; Australia, 1997-2007 116 Figure 5.8: Percentage of Indigenous and non-Indigenous Bachelor degree graduates in full time employment (from among those available for full time employment) in the first months after graduation; Australia, 2001-2007 118 Figure 5.9: Overall satisfaction levels of Indigenous and non-Indigenous Bachelor degree graduates with the quality of their completed course; Australia, National Report to Parliament on Indigenous Education and Training, 2007 2002-2007 119 Figure 5.10: Proportion of Indigenous to All staff by function; Australia, 2001-2007 122 Figure 6.1: The structure of the Indigenous Education Program in 2007 130 Figure 7.1: Proportion of funding sources contributing to Indigenous education; 2007 157 Figure 7.2: Per capita funding allocated for Indigenous students, government and Catholic education systems; 2007 158 Figure A5.1: Number of Indigenous employees, by institution; Australia, 2007 222
xvi Executive Summary
The National Report to Parliament on Indigenous Education and Training, 2007 enables the Minister for Education, Employment and Workplace Relations to report to each House of the Australian Parliament according to Section 17A of the Indigenous Education (Targeted Assistance) Act, 2000. It is the seventh in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training.
Information is organised under the four broad areas of National Aboriginal and Torres Strait Islander Education Policy (AEP) goals for Indigenous education and training that relate to:
• equality of access to educational services for Indigenous people; • equity of educational participation; • equitable and appropriate educational outcomes; and • involvement of Indigenous people in educational decision making and employment.
Outlined in the following sections are the major developments in these areas in 2007 for Indigenous students in the preschool, school, VET and higher education sectors.
Equality of access to educational services and equity of participation
Enrolments
The pattern of increasing enrolments of Indigenous students in all four education sectors continued in 2007. Between 2006 and 2007 overall enrolments increased by about 5% and since 2001 the National Report to Parliament on Indigenous Education and Training, 2007 overall number of Indigenous students has grown by 25%. Preschools Schools • In 2007 there were 9,627 Indigenous • In 2007, 147,181 Indigenous students were children enrolled in preschools - an increase enrolled in Australian schools - an increase of 352 students (or 3.8%) over 2006 levels. of 4.8% over 2006. The overall increase was largely brought • The overall proportion of Indigenous school about by a sharp increase in enrolments in students continues to increase at both the Queensland (up by 491 students or 60% primary and secondary levels. Indigenous over 2006). students made up 4.8% of all primary school students in 2007, 3.6% of secondary school students and overall, were 4.3% of all Australian school students.
xvii Vocational education and training Higher education • Indigenous students were 4.3% of all VET • Between 2006 and 2007 there was a sharp students in 2007 – up from 4.0% in 2006 increase in the number of Indigenous and 3.3% in 2001. students in higher education. In 2007 there • There were 70,902 Indigenous VET was a record 9,370 Indigenous students - an students in 2007 - an increase of 4.5% over increase of 516 students or 5.8% over 2006. 2006 levels. • Indigenous students are increasingly • The Indigenous VET participation rate in undertaking courses at the Bachelor degree 2007 was 13.2% (up from 13.0% in 2006) and higher levels. In 2007, there were and greater than the overall national VET 7,521 Indigenous students enrolled in such participation rate of 11.3%. courses, an increase of 447 students or 5.9% over 2006. Since 2001, the proportion • A high proportion of Indigenous students of Indigenous students enrolled in higher are enrolled in Australian Qualifications education who were in Bachelor degree Framework (AQF) Certificate I and II level and above courses increased from 67.4% to courses. The Indigenous rate (43.0%) was 80.3%. almost 19 percentage points higher than the non-Indigenous rate (24.3%). • Between 2006 and 2007 there was a continued increase in the number of • Indigenous students were 3.8% of Indigenous students undertaking post- commencing Australian Apprentices and graduate studies including a 5.7% increase 2.9% of all Apprentices in-training in 2007. in higher degree course enrolments (up by • The number of Indigenous apprentices- 46 students) and a 12.0% increase in the in-training has increased by 87% over the number enrolled in Other post-graduate 2001-2007 period. At the same time the award courses (up by 58 students). Indigenous share of all apprentices-in- • Since 2001 there has been a substantive training has increased from 2.0% to 2.9%. change in the enrolment pattern of • In 2007, 78% of Indigenous Australian Commencing Indigenous students with a Apprentices in-training were undertaking 25% increase in enrolments in Bachelor and AQF Certificate III or above courses, above courses and a fall of 36% in below continuing the positive trend since 2001 Bachelor degree courses. of 62%. National Report to Parliament on Indigenous Education and Training, 2007
xviii Attendance and retention
It is generally recognised that there is a direct link between improved educational outcomes and regular attendance and it remains an area where the differences between Indigenous and non- Indigenous outcomes are often stark. There was little change in the key attendance indicators in 2007, however there were significant improvements in the apparent retention rates of Indigenous secondary school students.
Preschools attendance Schools retention • Attendance rates for Indigenous students • During the period 2001-2007 there has been in the seven government preschool systems gradual improvement on all four apparent ranged between 62% and 92% with a retention rates so that in 2007, three of the median of 83%. Non-Indigenous rates four were at their highest point to date. Only ranged between 80% and 94% with a the Year 10 rate declined when compared to median of 88%. 2006 and that fall was not significant. • The Indigenous Year 11 rate continued Schools attendance to increase and between 2001 and 2007 • Indigenous attendance rates in government it improved by more than 13 percentage primary school systems ranged from points. The upward trends in both the Year 71% to 92% and a median rate of 87.4% 12 and Year 10-12 rates are similarly (compared to a non-Indigenous median of encouraging – in both cases the rates 93.4%). Catholic system attendance rates have increased while the gaps with non- for Indigenous students ranged from 75% to Indigenous outcomes have decreased. 93% and a median rate of 88.9% (compared to a non-Indigenous median of 94.0%). These results are similar to those of recent years. • Indigenous attendance rates in government secondary schools ranged from 72% to 84% with a median of 78.7% compared to a non-Indigenous median of 89.0% – a similar result to 2006. The gaps between Indigenous and non-Indigenous rates ranged from 5 to 21 percentage points. In Catholic systemic secondary schools Indigenous attendance rates ranged from 70% to 91% with a National Report to Parliament on Indigenous Education and Training, 2007 median of 88% - not far below the non- Indigenous median of 93%.
xix Equitable and appropriate educational outcomes
Mastery of literacy and numeracy skills is an essential prerequisite not only for academic success but also for everyday living. It remains an area where progress is very slow which is reflected in the outcomes achieved by Indigenous school students.
Literacy and numeracy
Preschools Schools • The percentage of Indigenous students in the • In general, the 2007 national literacy and seven government systems demonstrating numeracy benchmark test results for both literacy awareness appropriate for entry into Indigenous and non-Indigenous students primary school ranged from 49% to 92%. were similar to those of recent years. Also The Indigenous median score of about 67% as in previous years, the achievement of compares to a non-Indigenous median Indigenous students in reading, writing and of 83%. In non-government preschools numeracy was well below that of All Students the median score for Indigenous students (that is, Indigenous and non-Indigenous was 92% compared to 93% for non- combined), for every year level. Indigenous students. • In 2007, the gap between Indigenous and All • In numeracy, the percentage of Indigenous Students in the nine benchmarks averaged students assessed as achieving the required 20 percentage points and ranged from level of readiness ranged widely from 28% 13 percentage points in Year 3 reading to 34 to 92% within the government systems. percentage points in Year 7 numeracy where The overall median score of almost 70% only 46% of Indigenous students met the compared to 83% for non-Indigenous benchmark. The gaps are smallest in reading students. The median score of Indigenous and greatest in numeracy. students attending non-government • The proportions of Indigenous students preschools was 90% compared to 96% for who live in the remote and very remote non-Indigenous students. regions and achieved the benchmarks were significantly lower than the rates for Indigenous students living in the metropolitan and provincial areas, in all year levels and all subjects.
Vocational education and training National Report to Parliament on Indigenous Education and Training, 2007 • The national module/competency completion rate for literacy and numeracy in government systems of 66.9% in 2007 was similar to the non-Indigenous rate of 66.5%.
xx Educational outcomes
Schools Vocational education and training • The proportion of Indigenous students • In 2007, the overall Indigenous module who achieved a Year 12 Certificate (as a or competency completion rate (MCR) was proportion of students who were enrolled in 71.8%- up by one percentage point on the Year 11 in the previous year), has decreased 2006 result of 70.8%. The non-Indigenous from 51.3% in 2001 to 44.3% in 2007. rate was 83.3% compared to 83.0% in 2006. At the same time the proportion of non- • The Indigenous Load Pass Rate (LPR) for Indigenous students has increased from government funded Indigenous students has 80.3% in 2001 to 85.6% in 2007 and during risen from 60.1% in 2000 to 67.4% in 2007. that period the gap between Indigenous and The gap between the Indigenous rate and non-Indigenous outcomes has grown from the All Student rate (78.8%) was at its least in 29 to 41 percentage points. 2007 - 11.4 percentage points. • In 2007 about 78% of the 2003 Year 8 • Indigenous LPRs were best for students cohort of non-Indigenous students received undertaking higher levels of study at the a Year 12 Certificate compared to 30% of AQF Certificate III and above levels, and the Indigenous cohort – a gap of almost 48 for students in the oldest age group percentage points. (40-64 years). • There were record numbers of Year 12 • The number of course completions by completers in all states and territories other Indigenous Australian Apprentices continues than Western Australia in 2007. As was the to grow and in 2007, there were 3,765 case in both 2005 and 2006, Tasmania had course completions — an increase of 7% the best results in 2007 both in terms of the over 2006 and 82% over 2001. rate of attainment for Indigenous students • Overall, Indigenous students achieved 2.6% (65%) and in the gap between Indigenous of all Australian Apprenticeships completions and non-Indigenous outcomes (eight in 2007, which closely matches their overall percentage points). participation rate of 2.9%. • In 2007, more than one third of Indigenous • Indigenous course completions at the students (35%) undertook a Year 11/12 AQF Certificate III and above levels have course aimed at gaining university entrance, increased from 45.4% in 2001 to 67.8% compared to 76% of non-Indigenous in 2007. During that same period the students. Of these students 12% attained a proportion of non-Indigenous completers has UAI score that would gain them university improved at a comparable rate from 66.4% entrance, compared to 46% of non-
to 85.3%. National Report to Parliament on Indigenous Education and Training, 2007 Indigenous students. The Indigenous results • The 2007 Student Outcomes Survey of VET are similar to 2005 but slightly better than Graduates shows that 71% of Indigenous 2006 while the non-Indigenous results have graduates were employed following declined over the period. graduation, compared to 66% of Indigenous • Indigenous students continued to participate graduates in the 2006 survey. At the same strongly in VET in Schools activities in 2007. time the proportion who were unemployed More than 36% of Indigenous students decreased by four percentage points to 16% gained a VET Certificate (up from 30% in and there was also a slight reduction in the 2006) compared to 27% of non-Indigenous proportion who were not in the labour force. students. Additionally, more than half of • A very high proportion of Indigenous Indigenous students (56%) gained a VET graduates (88%) indicated that they ‘achieved Statement of Attainment compared to 31% their main reason for study’. Another of non-Indigenous students. encouraging result was the increase in the proportion of Indigenous students obtaining their first full time job – 18%, which matches the non-Indigenous result.
xxi Higher education • In 2007, Indigenous graduates had higher • In 2007, there were 1,495 award course take-up rates into full time employment than completions by Indigenous students – a non-Indigenous graduates, with rates of significant increase of 135 completions 86.4% and 84.4% respectively. The mean over the 2006 figure. Most of the increase starting salary for Indigenous graduates at occurred in the below Bachelor degree level the Bachelor level, however, was slightly courses where there were 309 completions - below that of non-Indigenous graduates - an increase of 115 or 59% in a single year. $44,547 compared to $44,859. • Since 2001 there has been a 37% increase in Bachelor degree completions together with a 69% increase in the number of higher degree completions.
Indigenous influence, involvement and presence in education
In this report, the four priority areas of Indigenous involvement in educational decision-making, employment, professional development of staff and culturally inclusive curricula are discussed under the heading of Indigenous influence, involvement and presence. Progress in these areas contributes to improvements in outcomes for students at all education levels. The main developments in 2007 are outlined below.
Involvement of Indigenous people in educational decision-making
Preschools Vocational education and training • In non-government preschools the reported • In 2007, six of the seven major VET providers level of Indigenous involvement in decision- reported Indigenous membership on their making improved between 2006 and 2007 state/territory boards of management – the with greater overall average Indigenous same situation as 2006. Indigenous Advisory representation on committees relating to both Committees are well established within the Indigenous specific and general issues. In state VET systems, although New South Wales the government sector there was a decline and Queensland did not have committees in in representation in these committees at all of their Institutes. In 2007, there were 63 National Report to Parliament on Indigenous Education and Training, 2007 the state level and a stable outcome at the Institutes in government systems of which 49 regional level. (78%) had an Indigenous advisory committee – a reduction on the 84% reported in 2006. Schools • In 2007, as in previous years, the outcomes • In government systems the level of for Indigenous involvement in decision- Indigenous representation in advisory, making were very positive among the reference and management committees that non-government VET providers. Thirteen of dealt specifically with Indigenous issues at the the twenty Indigenous controlled institutions state level improved in 2007 when compared reported that they had 90% or greater to 2006. Indigenous Education Program Indigenous representation on their Institute’s (IEP) reports indicate that 56% of committee boards of management. In eleven institutions members at the state level were Indigenous the boards were comprised completely of compared to 52% in 2006. At the regional Indigenous people. or district level 52% of committee members were Indigenous compared to 50% in 2006.
xxii Higher education • There is evidence of effective participation of Indigenous people in decision- making processes with Indigenous representation on institutional academic or management committees. Employment of Indigenous people in education
Preschools Vocational education and training • In 2007 there were 289 Indigenous • Between 2006 and 2007 there was a slight employees in Indigenous controlled overall decrease in Indigenous employment preschools – about the same as the previous in the seven government systems. The two years. In non-Indigenous controlled main contributors to the fall in teaching preschools, however, there was a substantial and other professional staff were the New increase in Indigenous employment from 183 South Wales system which reported a loss of to 243 employees. In both cases the ratio of 34 staff between 2006 and 2007 and the Indigenous to All staff increased. West Australian system where there was a • Between 2006 and 2007 the overall number reduction of 15 staff. On the positive side of Indigenous preschool teachers fell from there was an increase of 20 staff in the 119 to 107. Victorian system. • The number of Aboriginal and Torres • Between 2006 and 2007 the number of Strait Islander Education Workers (AIEWs) Indigenous employees in non-government increased sharply from 304 to 350 between institutions increased by 7%, from 524 to 2006 and 2007, including an increase of 35 562 employees, largely brought about by in the New South Wales government system. an increase of more than 60 employees in one of the largest institutions. This was Schools accompanied by an increase in the amount of Full Time Equivalent (FTE) employment. • Between 2006 and 2007 the total number of Indigenous employees working in Higher education government schools increased by 232 or 5.3%. The greatest single influence on • Between 2006 and 2007 the number of this outcome was an increase of 213 staff Indigenous staff increased by 21 (2.7%) reported by Education Queensland of whom while non-Indigenous employees increased 132 were in the Administrative and Clerical by 3,033 (3.3%). Consequently the overall staff category. percentage of Indigenous staff employed National Report to Parliament on Indigenous Education and Training, 2007 decreased from 0.84% to 0.83%. • While most of the government systems reported slight increases in Indigenous staff • The number of Indigenous employees within numbers there was a significant fall of 108 the 39 universities varies considerably, employees in the Northern Territory, including from one employee (0.6% of all staff in one a reduction of 75 teachers over 2006. institution) to 52 employees (2.3% of all staff at another). • Between 2006 and 2007 there was a sharp fall in the number of Aboriginal and Islander Education Workers (AIEWs) employed in government systems. The main contributing factor was a fall of 114 positions in the New South Wales system – from 530 in 2006 to 416 in 2007. There was also a substantial decrease in the Catholic systems where there was a decline of 56 positions between 2006 and 2007, mostly in Western Australia.
xxiii Conclusions
There were mixed outcomes in Indigenous results. Indigenous students living in the education and training in 2007. In general, remote and very remote regions achieved the enrolments, retention and employment benchmarks at significantly lower rates than demonstrated improvement across all education other students in all year levels in all subjects. sectors but educational outcomes tended to be There has been gradual improvement on all four either stable or declining. apparent retention rates so that in 2007, three of the four were at their highest point to date. Preschools The Year 11 rate has improved by more than There were a number of positive outcomes in 13 percentage points since 2001. The upward Indigenous preschool education in 2007. The trends in both the Year 12 and Year 10-12 rates number of Indigenous children continues to are similarly encouraging – in both cases the grow and after a static period between 2002 rates have increased while the gaps with non- and 2005, there was an increase of almost Indigenous outcomes have decreased. 4% in enrolments in 2007. The total number of Indigenous staff employed in IEP funded There were record numbers of Year 12 preschools increased as did the number completers in all states and territories other of AIEWs. than Western Australia in 2007, however the proportion of Indigenous students who are There are large variations in literacy readiness achieving a Year 12 Certificate is declining outcomes between government and non- and the gap between Indigenous and non- government preschools and between Indigenous Indigenous outcomes is growing. In 2007 and non-Indigenous preschool students within about 78% of the 2003 Year 8 cohort of them. The proportion of Indigenous students non-Indigenous students received a Year 12 within the government systems demonstrating Certificate compared to 30% of the Indigenous literacy and numeracy awareness appropriate cohort – a gap of almost 48 percentage points. for entry into primary school increased slightly on the 2006 results, while the results for Indigenous students continued to participate Indigenous children attending non-government strongly in VET in Schools activities in 2007 with preschools were stable. There remain large increased numbers gaining a VET Certificate or differences between the attendance rates of a VET Statement of Attainment. Indigenous and non-Indigenous students. Between 2006 and 2007 the total number of Indigenous employees working in government Schools schools increased by more than five per cent.
National Report to Parliament on Indigenous Education and Training, 2007 Participation by Indigenous school students Most of the government systems reported slight continues to increase at both the primary and overall increases in Indigenous staff numbers, secondary levels and they now represent 4.3% however, there was a sharp fall in the number of all Australian school students – up from 3.5% of AIEWs employed in government systems in 2001. While there are more Indigenous between 2006 and 2007. There was also a students participating in schooling there has substantial decrease in AIEW employment in the been little improvement in overall attendance Catholic systems. rates. Significant gaps remain in the rates of Indigenous and non-Indigenous students at the Vocational education and training primary school level and even greater gaps at In 2007, vocational education and training the secondary. In general, the 2007 national provided key pathways to employment and literacy and numeracy benchmark test results further study for record numbers of Indigenous for both Indigenous and non-Indigenous people. For many it provides a ‘second chance’ students were similar to those of recent years to make up for gaps in their education and with Indigenous results in reading, writing and skills which in turn lead to personal, family and numeracy being well below non-Indigenous community benefits. Increased self-esteem and
xxiv self-confidence are just two of the important Higher education outcomes that many Indigenous students report. Since 2005, there has been a steady increase Participation in VET progresses at record in the number of Indigenous higher education levels. Indigenous students were 4.3% of all students and in 2007 they reached record levels. students in 2007 and the national Indigenous Not only are the overall numbers increasing but VET participation rate was 13.2%. VET Indigenous students are increasingly undertaking continues to attract young Indigenous people higher level courses. Since 2001 the proportion in disproportionate numbers and for many, of Indigenous students enrolled in Bachelor offers an important alternative pathway to degree and above courses has increased from school education. 67% to 80%.
An increasingly important route for many These substantive changes in the enrolment young Indigenous people is into Australian pattern of Indigenous students have also been Apprenticeships. The total number of Indigenous reflected in the courses that Commencing apprentices-in-training has increased by 87% Indigenous students are undertaking. Since over the 2001-2007 period and at the same 2001 there has been a 25% increase in time they are also increasingly likely to be enrolments in Bachelor and above courses and undertaking higher level courses. a fall of 36% in below Bachelor degree courses.
While many Indigenous people commence The pattern and number of award course courses in VET from a disadvantaged base, completions changed in 2007 with a significant there are encouraging improvements in increase in the overall number of completions educational outcomes. The overall Indigenous and notably, a significant increase in the number module or competency completion rate (MCR) of lower level completions. Since 2001 there reached a best ever 71.8% while the Load Pass has been a 37% increase in Bachelor degree Rate (LPR) reached 67.4% and the gap between completions together with a 69% increase in the the Indigenous and non-Indigenous rates closed. number of higher degree completions.
The number of course completions by There continues to be a strong demand for Indigenous Australian Apprentices continues to Indigenous graduates who have higher take- grow as do completions at the AQF Certificate up rates into full time employment than non- III and above levels which have increased from Indigenous graduates and high starting salaries. 45% in 2001 to 68% in 2007. Almost 20% of Indigenous employment in universities increased the Indigenous apprenticeship completers were marginally in 2007. While all universities have aged 18 or younger. an Indigenous employment strategy there is The Student Outcomes Survey of VET Graduates wide variation in the number of employees shows an increasing proportion of Indigenous within universities ranging from as low as one National Report to Parliament on Indigenous Education and Training, 2007 graduates gaining employment following employee up to 52 employees. graduation and high levels of satisfaction While there have been a number of positive reported by Indigenous graduates of their outcomes, the gaps between Indigenous and VET experience. non-Indigenous outcomes remain wide. The participation rate was the only higher education performance indicator in which there was a narrowing of the gap between the Indigenous and non-Indigenous outcomes. The access rate, success ratio and number of completions all tracked further away from their respective parity targets in 2007.
xxv Menindee Children’s Centre Menindee, New South Wales
Providing the community with and external agencies works toward improving access to a high quality, culturally the educational outcomes for all children in the appropriate program community. In 2007 the centre implemented a number of Menindee Children’s Centre is a community programs aimed at increasing and improving based preschool, licensed for 19 children. community and parental engagement and It is located in the small, remote Indigenous participation in the centre, as well as improving community of Menindee in far west New the children’s educational outcomes at this South Wales. Menindee has a population crucial age. One very successful program of approximately 1000 people. Menindee the centre runs is an annual open fun day Children’s Centre is the only early childhood to celebrate Children’s Week. The week service in the area, and all children, Indigenous celebrates the talents, skills and achievements and non-Indigenous, who are old enough to be of children and raises community awareness enrolled, attend the centre. of children’s right to enjoy a happy childhood, The centre aims to ensure all children in the while promoting the importance of early community have access to high quality preschool childhood education. education with culturally appropriate learning In term three the centre celebrated this important programs. Through the establishment of strong occasion with a fantastic fun day for all children ties with families, partner agencies and the wider aged 0 to 5 and their families. All community community, the centre is promoted as ‘the place children enjoyed many fun experiences, to be’ for all young children in the community. National Report to Parliament on Indigenous Education and Training, 2007 including a jumping castle, painting, water The centre’s staff, both Indigenous and non- play, play-dough as well as face painting. All Indigenous are members of many community children had a very exciting and busy afternoon organisation’s, boards and committees to ensure and it was a great occasion to get together the ongoing collaboration between the centre
xxvi and have lunch and a chat with families. followed by a dinner and the children finished Many families also enjoyed the opportunity to the night with one last performance. socialise with other families while their children The evening was a chance for the centre to played happily. show families the importance of a quality early The parents enjoyed a visit from our local Health childhood education as well as how much Service staff, including the Dental Therapist, progress their children made throughout their Dietician, Early Childhood Nurse and Healthy time at the centre. This event was one of the best Start Nutrition team. This event also provided an parental involvement and engagement initiatives opportunity for families, staff and health service the centre has implemented. staff to chat informally about many different Ultimately engagement programs such as this topics and socialise together to help to remove one allow staff the opportunity to highlight to any present barriers. The afternoon also assisted families the importance of consistent, quality children under preschool age to become education, including the positive long term involved in the centre to ensure their enrolment effects it can have on a child’s development and and transition into the centre is smooth and later educational outcomes. successful. The centre looks forward to not only continuing, In December 2007 the centre celebrated but improving, these activities in the future another busy, successful year with the end of with continued support from families and the year concert and graduation. This was the widercommunity. second time the centre held this ceremony and it was just as memorable as the first one! National Report to Parliament on Indigenous Education and Training, 2007
Children, families and community members filled the local school hall and eagerly waited for the evening to begin. The audience was entertained by songs and performances from the children. Every child looked very smart in their graduation gown and happily accepted their awards and proudly posed for photos from overjoyed families.
Guests joined in the auction for several artworks the children had completed, both individually and collaboratively. This proved very engaging and several of the pieces sold for far beyond what had originally been anticipated. This was
xxvii
Chapter 1 Reporting on Indigenous Education and Training in 2007
1.1 The purpose of this report
This is the seventh in a series of annual reports (b) information relating to Indigenous students by the Minister for Education, Employment and contained in any reports of the Ministerial Workplace Relations to the Australian Parliament Council for Education, Employment, Training on Indigenous education and training. It and Youth Affairs; tracks outcomes not only during 2007, but in (c) progress of the National Indigenous English many cases also looks at progress since the Literacy and Numeracy Strategy; turn of the century. As such, it builds on the (d) the number of Indigenous enrolments in the available information to consider progress preschool sector; towards equality in outcomes for Indigenous (e) Australians when compared with the Year 10 and Year 12 retention rates for non-Indigenous Australians. Indigenous students; (f) the number of Indigenous enrolments in post- The report has been developed in accordance compulsory education and training; with the provisions of the Indigenous Education (g) the number of Indigenous students completing (Targeted Assistance) Act 2000. Section 17A of post-compulsory education and training; and the Act stipulates that: (h) payments made under agreements made As soon as practicable after the end of each under this Act, including totals of such funding year, the Minister must cause a payments in relation to each state and report dealing with the following, in relation territory and in relation to the government to that year, to be laid before each House of and non-government sector. the Parliament: National Report to Parliament on Indigenous Education and Training, 2007 (a) performance information, in relation to each state and territory and in relation to the government and non-government sector, contained in the National Report on Schooling in Australia;
1 1.2 Provision of education and training for Indigenous Australians
While this is a report to the Australian Included in COAG’s priorities is Indigenous Parliament, the provision of education education and training. and training for Indigenous Australians is In late 2007, COAG agreed to reform the a shared and cooperative one – different nature of Commonwealth-State funding levels of government and non-government arrangements by focusing more on outputs authorities and stakeholders carry out the roles and outcomes. COAG agreed to a partnership and responsibilities. between all levels of government to work with The outcomes reported in the following chapters Indigenous communities to achieve the target need to be understood in the context of the roles of closing the gap on Indigenous disadvantage. and responsibilities for administering, funding COAG committed to closing the life expectancy and determining the objectives of education and gaps within a generation; to halving the training in the different sectors. The following mortality gap for children under five in a sections outline the provision of education and decade; and to halving the gaps in reading, training in Australia. The chapters that follow - writing and numeracy within a decade. Preschools, Schools, Vocational Education and Further important developments have occurred Training and Higher Education, provide detailed through COAG to improve accountability information on the provision by each sector of through standardised and more transparent education and training for Indigenous people, performance reporting. This has been achieved including the nature and number of providers through an overarching Intergovernmental and levels of funding. Agreement, further National Agreements and a series of National Partnerships associated 1.2.1 Governments working together with them. Constitutionally, matters relating to education are a responsibility of the state and territory Reporting on COAG’s reforms of Australia’s governments. Prior to 1967, the Australian education and training systems will require Government could not legislate in relation different approaches to those currently being to Australia’s Indigenous people, however used. Future reporting on Indigenous education the referendum in that year changed its and training will also be different to the kind constitutional powers, enabling legislation of reporting found in this series of reports. specific to Indigenous Australians. It has From 2009 onwards COAG’s emphasis will be since undertaken some significant initiatives on measuring progress towards ‘Closing the
National Report to Parliament on Indigenous Education and Training, 2007 to improve outcomes in Indigenous Gaps’ including those identified in the NAPLAN education, including the provision of testing program and Year 12 attainment. The supplementary funding. results will provide benchmarks of performance and from these it will be possible to identify All Australian governments work together targets. Annual performance reporting on to ensure the provision of education and other Indigenous education and training training. At the highest level is the Council of indicators will continue which will also inform Australian Governments (COAG), the peak the annual Report on Government Services inter-governmental forum in Australia, which and the bi-annual Overcoming Indigenous comprises the Prime Minister, State Premiers, Disadvantage report. Territory Chief Ministers and the President of the Australian Local Government Association. In the areas of education and training in COAG’s role is to initiate, develop and monitor 2007, two councils of the Australian and state the implementation of policy reforms which and territory ministers facilitated consultation are of national significance and which require and cooperation between governments – the cooperative action by Australian governments. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in relation
2 to school education, and the Ministerial Council outcomes for Indigenous Australians equal for Vocational and Technical Education (MCVTE) to that of other Australians. These goals are in relation to Vocational Education and Training described under four themes: (VET). In their respective sectors, these councils • involvement of Aboriginal and Torres Strait initiate, develop and monitor policy reform and Islander people in educational decision- take action in the resolution of issues that arise making; between governments. • equality of access to educational services; MCEETYA coordinates strategic educational • equity of educational participation; and policy at the national level, develops national • equitable and appropriate educational agreements on shared objectives and interests, outcomes. and negotiates the scope and format of national reporting on the performance of school systems The goals of the AEP have been legislated as the in achieving the National Goals of Schooling objects of the Indigenous Education (Targeted in the Twenty-First Century. As members of Assistance) Act 2000. An additional object MCEETYA, all Australian governments have of the Act is to develop culturally appropriate committed to working together to improve education services. Indigenous education and training outcomes. Further recognition of the need to improve MCVTE comprises the Australian Government, educational outcomes for Indigenous Australians state and territory ministers with responsibility was given by MCEETYA1 through the release of for vocational education and training. It was Australian Directions in Indigenous Education established in November 2005 and meets at 2005-2008 – report of the Australian Education least once a year. It has overall responsibility Systems Officials Committee Senior Officials for the National Training System, including Working Party on Indigenous Education. strategic policy, priority setting, planning and The report concludes that while there have performance as well as cross-sectoral issues been improvements in Indigenous education impacting on the training system, such as skills outcomes over recent years, more needs to be forecasting and workforce planning (including done. It notes that: skills needs). Despite gains, there is growing frustration 1.2.2 The policy context – the among governments, educators and National Aboriginal and Torres Indigenous leaders that progress has been Strait Islander Education Policy slow and incremental. The main impetus for change in Indigenous In response, the report provides a number of education and training came in 1990 with the recommendations to focus national effort over
introduction of the National Aboriginal and the 2005-2008 quadrennium in the areas National Report to Parliament on Indigenous Education and Training, 2007 Torres Strait Islander Education Policy (the AEP) of early childhood; school and community and its adoption by all Australian governments, educational partnerships; school leadership; together with the recognition by the MCEETYA quality teaching and pathways to training, of the urgent need to improve educational employment and higher education. The outcomes for Indigenous Australians, especially recommendations seek to: from the mid 1990s onwards. The AEP continues to guide Australian and state and territory …accelerate the pace of engaging governments’ policies and programs aimed Indigenous children and young people in at achieving equity in outcomes between learning. They are systemic as engagement Indigenous and non‑Indigenous Australians. will not occur, or be sustained, unless Indigenous education is ‘built in’ to core The AEP articulates twenty-one long-term goals business. (see Appendix 1 of this report) aimed at making the level of education access, participation and
1 Australian Directions in Indigenous Education 2005-2008 – report of the Australian Education Systems Officials Committee Senior Officials Working Party on Indigenous Education: MCEETYA 2006
3 New initiatives of the Australian Government For the 2005-2008 funding quadrennium a are being directed towards promoting systemic major restructure of programs was undertaken change and developing flexible whole of in order to redirect funding to initiatives that government approaches to education delivery, have been demonstrated to work, and to put for example through the Council of Australian greater weighting of funding towards Indigenous Government trials. students of greatest disadvantage – those in remote areas of the country. From 2005 1.2.3 Delivery of educational onwards the Australian Government funded services and funding programs directed through the Indigenous Service delivery responsibility and funding Education Program (IEP) have been: arrangements are often multi-layered in • Supplementary Recurrent Assistance (SRA); Australia’s federal system of government and • Indigenous Tutorial Assistance Scheme (ITAS); this is so in relation to the provision of education and training for Indigenous people. Within • Whole of School Initiatives (WoSI); the context of the AEP, the state and territory • Away-from-base for mixed-mode delivery governments have a role in policy formulation (AFB); and are the primary providers of education and • Transitional Project Assistance element of the training services for all Australians including National Indigenous Education Literacy and Indigenous people, in government schools Numeracy Strategy (TPA NIELNS); (preschool, primary and secondary) and • Indigenous education projects; VET institutes. • English as a Second Language for The Australian Government develops national Indigenous Language Speaking Students policies and supports agreed priorities and (ESL-ILSS); strategies by supplementing the fiscal capacity of • Indigenous Youth Leadership Program (IYLP); the states and territories to provide mainstream and and specific education and training services for • Indigenous Youth Mobility Program (IYMP). Indigenous people. It also contributes to the funding of non-government bodies to provide Details of outcomes of these programs, which services. Non-government providers include are delivered by the Department of Education, independently operated schools and preschools, Employment and Workplace Relations (DEEWR)2, independent registered training organisations can be found in Chapter 6 of this report while in the VET sector and universities in the higher their financial details and other payments in education sector. The Australian Government is relation to Indigenous education and training the primary funding source and policy developer can be found in Chapter 7. for the higher education sector. National Report to Parliament on Indigenous Education and Training, 2007
2 Formerly the Department of Education, Science and Training
4 1.3 The framework for this report
1.3.1 An annual report higher education. Where possible, a similar and a review of the structure has been followed for each of these period 2001-2007 chapters, taking into account the MCEETYA This is the seventh in a series of reports, each priority areas (see section 1.4.2). Broadly, the one of which has been slightly different. structure is: The 2001 report, being the first in a series, • an overview of some key data for the provided considerable contextual and historical particular sector of education; information to assist the reader to understand • an overview of key movements that have some of the broader influences that impact on occurred either in 2007 or during the educational outcomes for Indigenous people. 2001-2007 period; The 2002 and 2003 reports took on more of the character of an annual report where activity • an overview of the provision of education for and progress in the previous year were the focus that sector; of analysis and discussion. Subsequent reports • progress within the sector - data and have also been annual reports but have been discussion on the extent to which gaps able to look at change over a longer period, between the outcomes for Indigenous and highlighting trends where appropriate. This non-Indigenous Australians have closed report adopts a similar approach with a focus in the key areas of educational outcomes on a six year period from 2001 to 2007. and enrolments, including attendance rates across the preschool and school sectors, An overview of growth of Indigenous senior secondary outcomes, and literacy and participation in the four education sectors since numeracy across the preschool, school and 2001 is shown in Table 1.1. There has been VET sectors; positive growth in all four sectors and in 2007, • discussion on Indigenous influence, there were record numbers of Indigenous involvement and presence - that is, factors students in every sector. affecting the level to which education providers ensure that education and training 1.3.2 Structure of the chapters is appropriate and accessible for Indigenous This report has been structured according to individuals and communities; and the four sectors of education and training in Australia, namely preschool, school, VET and • conclusions.
Table 1.1 Number of Indigenous students participating in four education sectors; National Report to Parliament on Indigenous Education and Training, 2007 Australia, 2001-2007
% growth 2001 2002 2003 2004 2005 2006 2007 2001-2007 Preschool 7,434 8,731 9,051 9,055 9,019 9,275 9,627 29.5 School 115,501 121,647 125,892 130,483 135,097 140,389 147,181 27.4 VET 58,046 59,763 58,087 56,661 62,726 67,841 70,902 22.1 Higher Education 8,661 8,871 8,988 8,895 8,370 8,854 9,370 8.2 Totals 189,642 199,012 202,018 205,094 215,212 226,359 237,080 25.0
Sources: National Indigenous Preschool Census; National Schools Statistics Collection; National Centre for Vocational Education Research; DEEWR Higher Education Statistics Collection; 2001-2007
5 Where appropriate, contextual and historical Indigenous influence and involvement information are included as part of the general indicates the importance attached to increasing discussion of an issue. involvement in the decision making processes that affect Indigenous students. It is a signal The Indigenous Education (Targeted Assistance) that too often Indigenous people are not fully Act 2000 also requires progress information consulted or their opinions sufficiently valued by on a number of other national Indigenous decision makers and that all education providers programs conducted by DEEWR and its partners. must strive towards correcting that imbalance. Information on 2007 payments made through It also signals that more attention needs to be agreements under the Act, together with an paid to the language used to emphasise the overview of the various Indigenous Education active, strong nature of Indigenous participation Programs, is provided in Chapter 7. that can flow from well-formed partnerships. Appendices are included for further reference The term presence includes the need for including numerous statistical tables. These non-Indigenous teachers who are trained to tables provide much more detail in areas such understand and appreciate how important an as enrolments and participation than appear in Indigenous perspective is in relating with their the body of the report. The greater detail in the Indigenous students. These factors, and others, information will assist researchers and policy are integral to ensuring that Indigenous students makers to gain a better understanding of some have access to good quality teaching in any of the important educational changes that are educational context. under way and will provide a useful everyday resource for people working towards improving 1.3.4 Stories from education Indigenous education outcomes. providers 1.3.3 Indigenous influence, Interspersed through the report is a series of involvement and presence articles or ‘stories’ highlighting the activities of government and non-government education The term Indigenous influence, involvement and training providers. They provide insights and presence accounts for a range of strategies into how various organisations are meeting and practices used to increase the number of the needs of their communities, what they do Indigenous people working or participating best, why they are special, and how they are in educational centres, along with creating achieving good outcomes for their students. environments that incorporate and promote Indigenous culture and culturally appropriate The featured providers range from the large learning resources. In terms of IEP reporting and complex, such as some of the larger they are linked to the MCEETYA priority VET institutions, to small preschools. They
National Report to Parliament on Indigenous Education and Training, 2007 areas concerning: are situated in a variety of locations across • Indigenous employment; Australia – urban, rural and remote. The stories are a valuable addition to the report and • professional development; provide inspiration to show that Indigenous • parent and community involvement in organisations can, and do, offer quality education decision-making; and education and training programs. • culturally inclusive curricula.
6 1.4 Data used in this report
1.4.1 National data sources appropriate for Indigenous Australians. The Wherever possible the sources of data used priority areas are: in this report are taken from official national • improving literacy; collections. These collections provide information • improving numeracy; on enrolments, participation and educational • improving educational outcomes for outcomes in the four sectors, and in the case Indigenous students; of higher education, information on staffing. • increasing Indigenous enrolments; The sectoral chapters of this report provide more detailed information on data sources • increasing Indigenous employment in as they differ across the sectors and influence education and training; the comprehensiveness of reported outcomes. • increasing professional development of staff The main national data sources used in this involved in Indigenous education; report are: • increasing involvement of Indigenous parents/community members in education • Preschools — the National Preschool Census decision-making; and (prior to 2005 called the National Indigenous Preschool Census) which has been conducted • expanding culturally inclusive curricula. annually by DEEWR and its predecessors For the preschool, school and VET sectors since 1993; a comprehensive set of IEP performance • Schools — National Benchmark Results: indicators were developed in each of these eight Reading, Writing and Numeracy, Years areas and handbooks written that describe each 3, 5 and 7, 2007, the National Schools of the indicators in terms of: Statistics Collection (NSSC) which is a collaborative arrangement between all • the text of the standard performance Australian government education authorities, indicator; the Australian Bureau of Statistics (ABS) and • an explanation and rationale of how the DEEWR; data that is gathered will provide information • VET — the National Centre for Vocational about Indigenous education outcomes and Education Research (NCVER) data collections; why DEEWR requires the data; and • measurement sources and definitions to • Higher Education — the National Higher be used; Education Statistics Collection which is • reporting requirements which specify the conducted by DEEWR. information that must be provided in order
that the online reporting system can properly National Report to Parliament on Indigenous Education and Training, 2007 1.4.2 Data from Indigenous collate data, together with illustrative Education Program examples of how to calculate data, including performance reports instructions on sampling techniques; and The other principal source of information is • the setting of targets. the IEP performance reports. All education Under the IEP reporting process, all education and training providers receiving SRA funding providers are required to collect both are required to report annually to DEEWR quantitative and qualitative information around against performance indicators in eight the given set of performance indicators for priority areas. The priority areas were initially their education sector, and to set targets for endorsed by MCEETYA in 1995 and then re- improved outcomes for each year of the affirmed by the Council in 1999. They focus funding quadrennium. Most of the performance attention on ensuring that systems and other indicators are common for each of the three education providers improve their practices to sectors, however the diverse circumstances of the make education and training accessible and many providers entail some unique performance
7 indicators, along with some different definitions While these internal quality control processes and data collection methods. are in place, it needs to be kept in mind that IEP data are not subject to external review or To ensure common understanding of the validation and consequently there is a need performance indicators and to embed the for some caution when interpreting the data. processes of data collection and reporting, a It should also be noted that not all providers series of workshops were conducted in the lead report against each performance indicator, and up to the 2005-2008 quadrennium by national that care should be taken when comparing office based DEEWR staff who trained both small numbers of students as the numbers are state-based DEEWR staff and representatives of subject to substantial fluctuations which affect education providers. the reliability of the data. Measurement sources for the data and IEP performance reports provide information performance indicator targets for 2005–2008 on key areas such as Indigenous employment, were then negotiated on a bilateral basis Indigenous curricula and the Year 12 outcomes between DEEWR and individual providers. of Indigenous students that is not available For the 2005-2008 quadrennium an online from any other collection. Consequently the reporting tool called INDIGO was developed reports play an important role in measuring and for use by DEEWR staff and all IEP funded understanding overall change and improvement providers. Education providers enter their in Indigenous education and training at the IEP Performance Report data directly into this state/territory and national levels. system. Along with this new data entry system IEP data are collected from almost 200 there were some additions and deletions of education providers. The Program covers a performance indicators that had been used in minimum of 90% of Australian Indigenous the previous quadrennium. students in each of the education sectors Annual or bi-annual monitoring meetings are and in the schooling sector, it is in excess of held between DEEWR staff and the provider 95%. Table 1.2 shows the numbers of funded where progress against targets and issues providers by sector. around data collection and reporting are discussed. DEEWR officers provide on-going training to the education providers and check the data for accuracy and appropriateness when it is reported each year.
Table 1.2: Number of IEP Supplementary Recurrent Assistance funded education
National Report to Parliament on Indigenous Education and Training, 2007 providers, by type of provider and sector; 2007
Type of provider Preschool School VET State/territory government systems 6 8 13 (a) State/territory Catholic systems 2 8 0 Other education systems or associations 2 7 0 Independent institutions 92 35 24 Total 102 58 37
Source: DEEWR – IEP data collection; 2007 (a) There are seven state/territory government VET systems. This figure, however, includes three non-systemic providers located in universities, two located in correctional centres and one Adult and Community Education provider.
8 National Report to Parliament on Indigenous Education and Training, 2007
9 Mindaribba Local Aboriginal Land Council Preschool & Braxton Preschool Mindaribba, New South Wales
Increasing children’s enthusiasm for learning through ‘Jolly Phonics’
Mindaribba Local Aboriginal Land Council encourage a lifetime of learning. Also located Preschool opened its doors in May 1999, as in the Hunter Valley on Wannarua Land, the the only Aboriginal specific preschool in the Branxton Preschool began in the late 1980’s Hunter Region. Located on Wonnarua Land in and is now licensed for 39 children with Metford New South Wales, Mindaribba began 7 permanent staff. It has operated in a cluster operating for two days a week with a license arrangement with Mindaribba since September for 20 children and four staff, including a 2006 and has increased its Indigenous teacher, two assistants and a cook/bus driver. enrolments from 2 to 6 children. As the need within the community grew, the Over the past few years, both Mindaribba and days of operation increased to three days per Branxton Preschools have undertaken measures week and remains the same today. Mindaribba to increase the learning outcomes for their Preschool aims to provide a stimulating learning National Report to Parliament on Indigenous Education and Training, 2007 Indigenous children in the area of literacy. A environment where children can develop to literacy research project was completed and their full potential and strives to instill a sense of enabled the preschools to introduce new and cultural identity and heritage. creative literacy teaching methods and programs Mindaribba actively establishes partnerships with into the curriculum. In particular, the Jolly the wider community and is currently involved Phonics Program. in a project with Hunter New England Area The Jolly Phonics Program was developed Health to trial screening in hearing, dental, by primary school teachers, who found that eyesight and speech for all children who attend teaching children the connection between the Mindaribba. It is anticipated that this service will letters of the alphabet and the sounds in spoken become a regular occurrence. language increased the learning outcomes In the same region, the Branxton Preschool of children in both reading and writing. Jolly provides a mainstream preschool service Phonics provides a foundation for reading and dedicated to providing Indigenous and non- writing as it teaches children the pure sounds Indigenous children with the foundations that created by each letter of the alphabet in an
10 Mindaribba Local Aboriginal Land Council Preschool & Braxton Preschool Mindaribba, New South Wales
enjoyable and multi sensory way. Each letter up a branch of a gum tree which became the has a sound, an accompanying action and home of C and K animals including kookaburra, is reinforced by an activity, game, song and/ cockatoo, kangaroo, crocodile, caterpillar and or story. This variety of approaches caters to koala. The children placed laminated c and k the needs and individual learning styles of letters and the names of the animals onto the each child. branches of the gum tree as well as placing toy animals in the branches. While learning about As both Mindarriba and Branxton are services the sound of the letter D, the children painted National Report to Parliament on Indigenous Education and Training, 2007 which cater for Indigenous students, it was didgeridoos made from long cardboard rolls. decided to modify and adapt the English based These have also become a part of the preschool Jolly Phonics into a more culturally friendly room and can be revisited at any time. program. The children responded well to the program and looked forward to each Jolly The evidence that the Jolly Phonics Program Phonics session. The sessions enabled the has worked effectively at both Branxton and children to gain a more in depth knowledge Mindaribba Preschools comes with the increased of the sound, the actions and word blending enthusiasm for learning by the children who as each previous letter is revisited in each attend and from those that began school new session. in 2008 who demonstrated an increased awareness and understanding of phonics. It Adapting the program to be more culturally is hoped that the success of the Jolly Phonics inclusive also gave the children a sense of Program within both services will continue to ownership of the program. Areas have been set grow and develop in the coming years. up around the classroom to enable the children to revisit each letter and its sound. The staff set
11
Chapter 2 Preschools
2.1 Overview
2.1.1 Key data on Indigenous preschool education, 2007
Government Non-government Total Indigenous enrolments 5,393 4,234 9,627 56.0% 44.0% 100.0%
Government Non-government Total Total Australian enrolments 50,859 161,543 212,402 23.9% 76.1% 100.0%
Government Non-government Total Preschools with Indigenous 933 875 1,808 enrolments 51.6% 48.4% 100.0%
Male Female Total Indigenous enrolments by 4,905 4,722 9,627 gender 51.0% 49.0% 100.0%
≤ 3 years 4 years ≥5 years Total Indigenous enrolments 2,099 6,264 1,263 9,627 by age National Report to Parliament on Indigenous Education and Training, 2007 21.8% 65.1% 13.1% 100.0%
≤5 per week ≥ 6 per week Total Indigenous enrolments by 8,054 1,573 9,627 sessions 83.7% 16.3% 100.0% Source: DEEWR – National Preschool Census; 2007
13 2.1.2 Key movements in Indigenous children attend preschools in metropolitan preschool education in 2007 areas, 39% are in provincial locations and 34% are in remote areas. Enrolments • In 2007, 16.3% of Indigenous preschoolers • In 2007 there were 9,627 Indigenous attended for six sessions or more a week children enrolled in Australian preschools, – up from 13.9% in 2006. The highest an increase of 352 students (or 3.8%) over proportion of these students (20%) lived 2006 levels. in metropolitan areas, compared to 18% • The gains occurred in the government in provincial areas and about 12% in the sector where enrolments increased by 462 remote areas of Australia. The highest students (9.4%) between 2006 and 2007. proportions of students attending for six or There was a reduction of 110 students more sessions per week were in New South (2.5%) in non-government preschool Wales (38%) and Queensland (33%). enrolments. Literacy and numeracy • The overall increase was largely brought • The percentage of Indigenous students in about by a sharp increase in enrolments in government systems demonstrating literacy Queensland (up by 491 students or 60% awareness appropriate for entry into over 2006). primary school ranged from 49% to 92% in • An increasing proportion of Indigenous 2007. The overall Indigenous median score students (56%) were enrolled in government of about 67% was a slight improvement on preschools compared to 24% of all the 2006 result of 65%. The non-Indigenous students. median remained steady at 83%. • Indigenous enrolments were evenly • The overall Indigenous median score for spread across the regions, with 27% in literacy readiness of Indigenous students metropolitan areas, 39% in provincial areas attending non-government preschools in and 34% in remote areas. 2007 was about 92% compared to 93% for • As a proportion of Indigenous enrolments non-Indigenous students. These results were in preschool compared to the proportion comparable to those since 2001. in primary school, the states and territories • In numeracy, the percentage of Indigenous with the best Indigenous participation in students assessed as achieving the required preschool were South Australia which had level of readiness ranged widely from 28% more than a five percentage point gap to 92% within government systems. The between its share of Indigenous preschool overall median score of almost 70% was a enrolments compared to its share of slight improvement on the 2006 result of primary school enrolments (11.4% v 6.1%), 68%. National Report to Parliament on Indigenous Education and Training, 2007 Western Australia with a five percentage • The overall Indigenous median score in point gap (20.6% v 15.8%) and the numeracy readiness for Indigenous students Northern Territory (15.8% v 11.4%). attending non-government preschools Attendance and participation has generally remained stable at around • Attendance rates for Indigenous students 89% since 2001 and in 2007, there was a in the seven government preschool systems comparable result – 90%. ranged between 62% and 92% with a Indigenous employment median of 83%. Non-Indigenous rates • In 2007 there were 289 Indigenous ranged between 80% and 94% with a employees in Indigenous controlled median of 88%. preschools – about the same as the • Median attendance rates for Indigenous previous two years. In non-Indigenous students ranged from a low of 67% in the controlled preschools, however, there very remote areas to a high of 86% in the was a substantive increase in Indigenous metropolitan areas. employment from 183 to 243 employees. • Indigenous student participation in In both cases the ratio of Indigenous to All preschool indicates that 27% of Indigenous staff increased.
14 • Between 2006 and 2007 the overall 2.1.4 Data sources number of Indigenous preschool teachers The sources of data used in this report to fell from 119 to 107. describe progress in preschool education are:
• Between 2006 and 2007 the number of • the National Preschool Census (formerly the AIEWs increased sharply from 304 to 350 National Indigenous Preschool including an increase of 35 in the New Census); and South Wales government system. • Indigenous Education Program SRA performance reports.
2.1.3 The provision of DEEWR (and its predecessors) has funded an preschool education for annual Indigenous preschool census since Indigenous children 1993 and over the years the scope of the Responsibility for preschool education in census has expanded. Since 2005 for example, Australia lies predominantly with the state and more detailed information about all preschool territory governments. The method of delivering enrolments, those going on to school in the preschool programs varies across jurisdictions. following year and, preschool program staff has In some states and territories, including South been collected. Australia, Tasmania, Western Australia, Northern In 2005 the collection was re-named the Territory and Australian Capital Territory, the National Preschool Census – All Children main provider of preschool education is the and Aboriginal and Torres Strait Islanders state or territory government. In New South (the NPC). It comprises two sections - the Wales and Queensland, preschool education Government Census and the Non-government is predominantly delivered by non-government Supplementary Census. Data for the organisations, with the state government Government Census is collected by government delivering a smaller proportion of the services. agencies for government preschools, while In Victoria, all preschool education programs information provided by non-government are delivered by non-government organisations. preschools is collected through a mailed census The Australian Government provides to individual preschools. For each Indigenous supplementary funding for preschool education child enrolled, the Census records date of birth, through the Indigenous Education Program gender, number of sessions attended and total (IEP) to support the participation of Indigenous hours enrolled. children and to highlight quality readiness The NPC provides the enrolment information in measures and best practice strategies. To be this chapter while the IEP performance reports eligible for Supplementary Recurrent Assistance provide information on progress in each of the
(SRA) a preschool is required to have five or eight MCEETYA priority areas including literacy National Report to Parliament on Indigenous Education and Training, 2007 more Indigenous students, be licensed or and numeracy readiness, attendance rates, registered as a preschool with the appropriate employment, staff development, Indigenous state or territory authority and, conduct an involvement and culturally inclusive curriculum. accredited preschool program. In 2007, IEP data was collected from seven The term used to refer to early childhood state and territory government systems (Victoria education differs across the states and territories. does not have a government preschool This report and the National Preschool Census system), three other systems and 96 non- use the term ‘preschool’ as a generic term, government preschools. to encompass all state and territory specific terminologies, such as kindergarten and pre- primary. Definitions of the services considered as ‘preschool’ for the non-government sector in each of the states and territories are outlined in Appendix A2.6 of this report.
15 Progress in Indigenous preschool education in 2007
The following sections on enrolments, The National Aboriginal and Torres Strait attendance and literacy and numeracy Islander Education Policy goals in relation to awareness examine the extent to which progress preschool education for Indigenous children has been made in closing the gaps between aim for: the educational achievement for Indigenous • access that is ‘comparable to that available and non-Indigenous Australian children in the to other Australian children of the same age’; preschool sector. • participation that is ‘for a period similar to The extent of Indigenous influence, involvement that for all Australian children’; and and presence in preschool education is also • equitable and appropriate educational discussed through data collected about the outcomes that ‘provide adequate preparation employment of Indigenous people in preschools, for Indigenous children through preschool the professional development undertaken by education for the schooling years ahead’. all staff to foster in children an appreciation and respect for Indigenous cultures and the involvement of Indigenous people in educational decision-making at various levels. 2.2 Equality of access and equity of participation
This section presents trends in Indigenous (up by 36 students or 11%). Four of the states/ preschool enrolments and discusses the territories (New South Wales, Victoria, Western closure of gaps between Indigenous and non- Australia and the Australian Capital Territory) Indigenous students on access and participation showed a decline in enrolments. measures. It examines factors that influence Table 2.1 provides an overview of Indigenous Indigenous students’ enrolments and attendance preschool enrolments during the period 2002 and, provides commentary from preschool to 2007. providers’ performance reports on strategies to encourage and maintain enrolments. Between 2006 and 2007 the number of preschool students in Queensland increased 2.2.1 Indigenous preschool from 810 to 1,301. This substantial increase in enrolments enrolments is explained in the 2007 National In 2007, there were 212,402 children enrolled Preschool Census. It reports that: National Report to Parliament on Indigenous Education and Training, 2007 in Australian preschools – a reduction of about The provision of pre-Year 1 through 600 from the 2006 figure. Of these, 9,627 Queensland State schools in the form of two children were Indigenous. Between 2006 years of preschool in Indigenous communities and 2007, against the national trend, there occurred for a number of years up until 2006, was a 3.8% increase in overall numbers of however was not reported in the National Indigenous students – up by 352 students. This Preschool Census. Since the introduction of occurred in government sector preschools which the Preparatory (Prep) Year in 2007, this increased by 462 students (9.4%), while in non- two-year preschool provision changed to Prep government preschool enrolments, there was a and pre‑Prep. The pre‑Prep program focuses reduction of 110 students (2.5%) between 2006 on the delivery of a sessional early learning and 2007. program within 35 discrete Indigenous The overall increase in Indigenous preschool communities, tailored to the specific learning enrolments was largely brought about by a and local needs of children aged 3½ to 4½ sharp increase in Queensland (up by 491 years…. All of these preschools are located in students or 60% over 2006) and Tasmania the far north (provincial or remote).
16 Table 2.1: Number of Indigenous preschool students, by state/territory, government and non-government, and growth; 2002-2007 % change % change State/territory 2002 2003 2004 2005 2006 2007 2006 - 2007 2002 - 2007 New South Wales (a) 2,661 2,694 2,672 2,773 2,763 2,679 -3.0 0.7 Victoria 530 559 535 523 597 589 -1.3 11.1 Queensland (b) 863 896 862 738 810 1,301 60.6 50.8 South Australia 1,035 1,114 1,148 1,047 1,066 1,097 2.9 6.0 Western Australia 1,875 1,834 1,858 1,905 2,127 1,981 -6.9 5.7 Tasmania 249 331 341 356 322 358 11.2 43.8 Northern Territory 1,420 1,535 1,544 1,543 1,477 1,519 2.8 7.0 Australian Capital Territory(a) 98 88 95 134 113 103 -8.8 5.1 Government 4,469 4,697 4,731 4,903 4,931 5,393 9.4 20.7 Non-government 4,262 4,354 4,324 4,116 4,344 4,234 -2.5 -0.7 Total 8,731 9,051 9,055 9,019 9,275 9,627 3.8 10.3 Source: DEEWR – National Preschool Census; 2002-2007 (a) Previously published NSW and ACT figures for 2002 and 2003 have been revised. Enrolments at Jervis Bay preschool had been previously assigned to NSW, however in this revised table they are correctly assigned to the ACT. (b) There were changes in the definition of preschool in Queensland and Western Australia in 2001. As a result, data from these two states were no longer comparable to previous years.
And again: • four year olds are the largest age group comprising 65% of total Indigenous The total number of Indigenous student enrolments compared to 22% for three year enrolments for Queensland in 2007 was olds and 13% for five year olds (Appendix 1,301, however this included 509 from A2.4); and government schools not previously reported • 27% of Indigenous children attend on. Prior to 2007, no Indigenous students preschools in metropolitan areas, 39% are in were enrolled in the government sector, as provincial locations and 34% are in remote government schools in Queensland only areas (Appendix A2.5). provided for students in Year One minus One. However, this year 39% of Indigenous Table 2.1 shows that between 2002 and students came from the government sector. 2007 there was an overall increase of 10.3% in the Indigenous preschool population with More detailed data on Indigenous preschool
government enrolments up by 20.7% and a National Report to Parliament on Indigenous Education and Training, 2007 enrolments for the period 2002-2007 are fall in non-government enrolments of 0.7%. included in Appendix 2 of this report. Among the Since the beginning of the previous funding key statistics for 2007 are: quadrennium in 2001 the proportion of children • more than half of Indigenous students (56%) attending government preschools has increased were enrolled in government preschools from 48% to 56%. compared to 22% of non-Indigenous It is widely recognised that early childhood students (Appendix A2.1); education is critical in forming a foundation • the states with the highest rates of enrolments that will allow the child to participate effectively in non-government preschools are Victoria in more formal education. Preschool and the (100%), New South Wales (85%) and first two years of schooling that follow are Queensland (61%) (Appendix A2.2); consequently very important. With this in mind, • of the 9,627 Indigenous enrolments, 51% Table 2.2 shows the participation of Indigenous (4905) are male and 49% (4,722) are female children in these formative years of education (Appendix A2.3); in 2007.
17 Table 2.2: Participation of Indigenous children in preschool and the first two years of schooling, by state/territory; 2007
Preschool % of all primary students in 2007 % of all preschool % of all % of all school students State/territory (a) students Pre-year 1 students Year 1 students 2007 New South Wales 2,679 27.8 32.7 29.0 27.8 Victoria 589 6.1 6.9 5.3 5.4 Queensland 1,301 13.5 19.0 29.8 29.9 South Australia 1,097 11.4 7.0 5.4 6.1 Western Australia 1,981 20.6 18.1 15.4 15.8 Tasmania 358 3.7 2.9 2.8 3.0 Northern Territory 1,519 15.8 12.6 11.6 11.4 Australian Capital Territory 103 1.1 0.8 0.7 0.7 Australia 9,627 100.0 100.0 100.0 100.0
Source: DEEWR — National Preschool Census and the National School Statistics Collection; 2007 (a) Includes children aged 3, 4 and 5 years, as reported in the National Preschool Census.
In terms of overall preschool and school key element of success. Two measures of participation, New South Wales, Victoria, attendance are considered here, the number Tasmania and the Australian Capital Territory of sessions attended, as reported by the NPC, have relatively ‘even’ patterns of participation and attendance rates reported through IEP with little variation in the proportions at the three performance reports. year levels or in overall participation in primary schooling. Among the other states and territories Sessions attended however, there is considerable variation. Table 2.3 shows the number of sessions per Queensland, for example, had almost 30% week attended by Indigenous children. There of Year 1 students and 30% of all Australian are large variations in attendance between the primary school students in 2006, but only 8.7% states and territories, which may be reflective of of preschool students and 3.2% of Pre-year 1 the differing arrangements across jurisdictions, students. By 2007 however, those proportions geographical factors and preschool fee policies. had increased to 13.5% and 19.0% respectively. In 2007, 16.3% of Indigenous preschoolers As a proportion of Indigenous enrolments attended for six sessions or more a week – up National Report to Parliament on Indigenous Education and Training, 2007 in preschool compared to the proportion from 13.9% in 2006. The highest proportion of in primary school, the states and territories these students (20%) lived in metropolitan areas, with the best participation in preschool for compared to 18% in provincial areas and about Indigenous children was South Australia which 12% in the remote areas of Australia. The states had more than a five percentage point gap with the highest proportion of students attending between its share of Indigenous preschool for six or more sessions per week were New enrolments compared to its share of primary South Wales (38%) and Queensland (33%). school enrolments (11.4% v 6.1%), Western Australia with a five percentage point gap Attendance rates (20.6% v 15.8%) and the Northern Territory In the seven government preschool systems (15.8% v 11.4%). in 2007 overall Indigenous attendance rates ranged between 62% and 92%. The median 2.2.2 Attendance attendance rate of Indigenous preschool Regular attendance by Indigenous children children was 83%. Non-Indigenous rates ranged at preschool in an environment in which between 80% and 94% with a median of 92%. they are engaged in the curriculum is a Additional attendance data was also collected
18 Table 2.3: Sessions attended per week by Indigenous students and change in sessional attendance, by state/territory and location; 2007
% point change in six or Five or less sessions Six or more sessions Proportion of six or more more sessions per week per week per week sessions per week (%) 2006-2007 New South Wales 1,672 1,007 37.6 8.5 Victoria 528 61 10.4 2.4 Queensland 871 430 33.1 -11.3 South Australia 1,095 2 0.2 0.2 Western Australia 1,937 44 2.2 0.5 Tasmania 350 8 2.2 1.3 Northern Territory 1,498 21 1.4 -0.8 Australian Capital Territory 103 0 0.0 0.0 Metropolitan zone 2,071 510 19.8 0.5 Provincial zone 3,051 673 18.1 4.4 Remote zone 2,932 390 11.7 2.2 Totals 8,054 1,573 16.3 2.4 Source: DEEWR - National Preschool Census; 2006-2007 according to the location of the preschools • Mobility between small communities and in metropolitan, provincial, remote and very larger centres for family, health or business remote areas. Median attendance rates for reasons impacts on the continuity of Indigenous students ranged from a low of 67% children’s learning; in the very remote areas to a high of 86% in the • Children’s high level of susceptibility to metropolitan areas. communicable disease or illness and the impact of disease or illness on the caregivers SRA performance reports provide information in the household who support children’s on factors that influenced the attendance attendance; and of Indigenous children and the variation in attendance over the year. Commonly reported • Both carers and staff are impacted by factors included transport difficulties, family community and family business including mobility, cultural events and health and family sorry business. issues. The reports also highlighted a number For staff to be allocated to run a preschool of initiatives that are working in encouraging program the school must have 12 eligible regular attendance, including the employment children enrolled and attending regularly over a of Education Officers, provision of culturally National Report to Parliament on Indigenous Education and Training, 2007 sustained period of time. appropriate learning programs, promotion and marketing of preschools and the development of individual learning plans. The following quote from the Northern Territory Department of Education outlines some of the main issues and difficulties experienced there:
There are a number of issues that impact on children enrolling in and attending preschool as a regular and expected daily activity including:
• Proximity to services, accessibility particularly in the wet season and transport issues may make it difficult for families to take their children to preschool regularly;
19 2.3 Equittable and appropriate education outcomes
Four of the goals of the AEP (see Appendix 1) 2.3.1 English literacy readiness relate to equitable and appropriate educational Figure 2.1 shows the proportion of Indigenous outcomes for Indigenous students in preschool. and non-Indigenous children in government and In IEP reporting for preschools, these principles non-government preschools who demonstrated are reflected in the data and issues associated literacy awareness appropriate for entry into with literacy and numeracy readiness. primary school during the period 2001-2007. Preschools report on the proportion of There are large variations in literacy readiness Indigenous and non-Indigenous preschool outcomes between government and non- students who demonstrate literacy and numeracy government preschools and between Indigenous awareness and understanding appropriate for and non-Indigenous preschool students entry into primary school. To assess students’ within them. progress, preschools used either the DEST In terms of literacy competence children Preschool Profile, a guide introduced in 2001 attending non-government preschools were to measure literacy and numeracy awareness more likely to be assessed as being ready and understanding, or some other agreed for schooling than children in government assessment instrument. The Preschool Profile preschools. As can be seen in Figure 2.1, was largely utilised by independent preschools the Indigenous median for non-government providers in 2007 while the major systems preschools in 2007 was much higher than tended to use the Performance Indicators in the government median (89.4% compared to Primary Schools (PIPS) assessment tool. 67.2%), and only six percentage points less than the non-Indigenous median.
Figure 2.1: Overall median scores of students assessed as being ready for entry to school in literacy, by Indigenous and non-Indigenous, government and non- government; Australia, 2001-2007
100
90
80
70
60 National Report to Parliament on Indigenous Education and Training, 2007 50
40
30
20
10
0 2001 2002 2003 2004 2005 2006 2007 2001 2002 2003 2004 2005 2006 2007 non-Government Government
Indigenous Non-Indigenous
Source: DEEWR - IEP performance reports; 2001-2007
20 Literacy in government preschools 2.3.2 Numeracy readiness Five of the seven government systems have Figure 2.2 shows the outcomes of Indigenous agreed IEP literacy readiness targets and and non-Indigenous children who demonstrated in 2007, two systems met their target. In the appropriate level of numeracy awareness for 2007, four of the government systems the period 2001 to 2007. The profiles of these improved on their 2006 literacy awareness outcomes are very similar to those for literacy. performance, most significantly, Queensland by 23 percentage points and South Australia by Numeracy in government preschools 12 percentage points. Of the five government systems with agreed Within the seven systems, the percentage of IEP numeracy readiness targets, one system Indigenous students demonstrating literacy met its target in 2007. Five of the government awareness appropriate for entry into primary systems improved on their 2006 numeracy school ranged from 45% to 92%. In 2007, the awareness performance with notable increases overall Indigenous median score of about 67% in Queensland (by 22 percentage points) and was a slight increase on the 2006 result of 65%. South Australia (by 10 percentage points). The non-Indigenous median remained stable at The percentage of Indigenous students meeting 83% resulting in a slight closure of the gap to 16 the required level of numeracy readiness for percentage points. schooling ranged from 28% to 92% within the seven systems. The overall median score of Literacy in non-government Indigenous students was almost 70% - a slight preschools improvement over the 2006 result of 68%. The overall Indigenous median score for literacy The median score of non-Indigenous students readiness of Indigenous students attending non- remained stable at 83%, resulting in the gap government preschools has remained stable at closing slightly to 13 percentage points. around 90% since 2001. The 2007 result for Indigenous students declined slightly to 90% from the 2006 highest result of 93%, while the Numeracy in non-government non-Indigenous result remained stable at 96%. preschools The overall Indigenous median score in Literacy readiness of Indigenous students in non- numeracy readiness for Indigenous students government preschools is significantly higher attending non-government preschools has than for those attending government preschools. remained stable at around 89% since 2001. In There is a difference of 22 percentage points in 2006, the result increased to 92%, but declined the reported outcomes of Indigenous students in slightly to 90% in 2007. government and non-government preschools in
2007. This is also the case for non-Indigenous As with literacy, the results for students attending National Report to Parliament on Indigenous Education and Training, 2007 students where there is a 12 percentage point non-government preschools were higher difference in the median scores between non- than those attending government preschools. government and government preschools. This is evident in the 20 percentage point difference in the Indigenous median scores in 2007. Similarly there is a 13 percentage point difference in the median scores of non- Indigenous students attending non-government and government preschools.
21 Figure 2.2: Overall median scores of students assessed as being ready for entry to school in numeracy, by Indigenous and non-Indigenous, government and non- government; Australia, 2001-2007
100
90
80
70
60
50
40 ercentage P 30
20
10
0 2001 2002 2003 2004 2005 2006 2007 2001 2002 2003 2004 2005 2006 2007 non-Government Government
Indigenous Non-Indigenous
Source: DEEWR - IEP performance reports; 2001-2007
2.4 Indigenous influence, involvement and presence in preschools
To increase Indigenous influence, involvement An important contributor to a positive experience and presence, many preschools employ of preschool for Indigenous children is the Indigenous staff and involve parents and the employment of Indigenous staff and the community in the delivery of the educational enhanced cultural awareness of non-Indigenous program. Preschools in which Indigenous teachers. This is achieved through preschool children are achieving well tend to support classroom staff fostering an appreciation of Indigenous cultures and actively engage young their history, cultures and identity in Indigenous
National Report to Parliament on Indigenous Education and Training, 2007 Indigenous children in learning. A strong students and an understanding and respect Indigenous presence at the preschool both in for Indigenous traditional and contemporary terms of children and staff, as well as strong cultures amongst all their students. In addition, links between the community and the preschool, a culturally inclusive curriculum that incorporates are vital in promoting a successful preschool Indigenous culture into what children learn, and experience for Indigenous children. how they learn, is likely to be a major influence on whether they are comfortable in formal A quality preschool education can have learning structures. substantial positive effects for Indigenous children as it sets the foundation for cognitive, 2.4.1 Involvement of Indigenous physical, emotional, social and language people in educational development. Access to quality teaching for decision-making Indigenous children is also important due to the potential positive effects that preschool Increasing the involvement of Indigenous people education has on future academic achievement in educational decision-making is one of four and broader cognitive development. This is major directions of the AEP. IEP reporting is achieved when a preschool program and focussed on those formal structures that enable physical environment is sensitive to the unique parents, carers and community members to needs of Indigenous children. contribute to decision-making at various levels. 22 This involvement can be through membership and importance of attendance at preschool on state-wide bodies, advisory and management as a community support project. We also committees and local committees. have an Aboriginal Community Support Worker who regularly consults with families In non-government preschools the reported and develops educational initiatives and level of Indigenous involvement in decision- activities along with the staff and parents of making improved between 2006 and 2007. the preschools. Overall average Indigenous representation on committees relating to Indigenous specific Preschools report on the strategies that have issues increased from 64% to almost 90% while been put into place to give committee members in those committees relating to general issues, the skills they require to participate effectively average Indigenous representation increased in the work of the committee. One preschool from 47% in 2006 to 59% in 2007. described the range of development activities that has been provided to committee members In government preschools in 2007, the to adequately prepare them for their roles: proportion of Indigenous people involved in decision making committees for Indigenous Governance and financial training has specific issues at a state level was 27% while been provided for the committee through the proportion of Indigenous people in those Aboriginal and Torres Strait Islander Early committees at the regional level was higher Childhood Sector Advisory Group. The at 60%. The respective figures in 2006 were committee have also met with staff from 40% and 60%, indicating a decline in 2007 the Minister’s office and gained valuable at the state level and a stable outcome at the information regarding the influence they regional level. have on policy development in early childhood education. They also had the In committees dealing with all educational opportunity to share information about issues, 12% of the membership at state level the preschools’ strengths and needs. The was Indigenous, while at the regional level the Committee will also undertake training with Indigenous proportion was 3%. These outcomes the Office of the Registrar of Indigenous declined from 2006 when the equivalent figures Corporations on the constitution process for membership were 30% at the state level and and changes to legislation. The Committee 7% at the regional level. was also involved in a transition to school One preschool cluster described the involvement project which enabled the committee to of parents and community members in their be involved in delivering vital information preschools throughout the year: about the transition to school and school readiness programs. Strategies to involve Indigenous families National Report to Parliament on Indigenous Education and Training, 2007 in decision making range from committee 2.4.2 Indigenous employment membership opportunities to informal in preschools conversations. Another strategy has been One of the AEP’s main goals is to increase the to improve our engagement with the wider number of Aboriginal and Torres Strait Islander Indigenous community. By being more people employed at all levels within each of the aware of the issues that face Indigenous education sectors. In the setting of IEP targets, families in our local area, the preschools this translates to employment levels similar to the can work towards more inclusive practices. proportion of Indigenous students in a preschool Indigenous parents participate on a number system or independent preschool. This is to of informal committees, including, the ensure that the preschool program provides for general management committee, organising the intellectual, cultural, social and emotional committee based around incorporating development of Indigenous children and that the Indigenous perspectives for NAIDOC Day delivery is culturally inclusive of Aboriginal and celebrations and a sub committee to support Torres Strait Islander pedagogies. and educate Indigenous parents regarding positive separation strategies and the value
23 Figure 2.3: Number and proportion of Indigenous staff in Indigenous controlled and non-Indigenous controlled IEP funded preschools; Australia, 2001-2007
300 69.3% 69.7% 69.9% 73.9% 74.8% 72.7% 9.4% 250 73.0%
7.9% 200 7.5%
5.6% 5.4% 5.7% 5.5% 150
100
Number of Indigenous staff employed 50
0 2001 2002 2003 2004 2005 2006 2007 2001 2002 2003 2004 2005 2006 2007 Indigenous Controlled Non-Indigenous Controlled
Indigenous Controlled Non-Indigenous Controlled
Source: DEEWR - IEP performance reports; 2001-2007
Employment in Indigenous controlled of Indigenous staff to All Staff also increased preschools significantly from 7.5% to 9.4%. Figure 2.3 indicates that in 2007 there were Overall, between 2006 and 2007 the total 287 full time and part-time Indigenous staff number of Indigenous staff employed in IEP employed in Indigenous controlled preschools funded preschools increased by 63 to 535. Since – a small increase over 2006, and the highest 2001 the proportion of Indigenous employees number of employees to date. working in these preschools has increased from 13.3% to 17.5%. The proportion of Indigenous staff compared to All Staff remained steady at around 70% Figure 2.4 shows numbers of Indigenous staff in 2007 but it remains less than proportions according to the four IEP preschool staffing achieved in the previous quadrennium when the
National Report to Parliament on Indigenous Education and Training, 2007 categories. The overall number of Indigenous rate fluctuated between 73%-75%. teachers fell between 2006 and 2007 from 119 to 107. Since 2001 there has been a steady Employment in non-Indigenous increase in the number of the 3-4 year degree controlled preschools qualified Indigenous teachers, however, between The number of Indigenous staff employed in 2006 and 2007 numbers decreased from 59 non-Indigenous controlled preschools increased to 52. This decrease was accompanied by a significantly from 188 in 2006 to a record 248 decline in the number of non-degree qualified in 2007. Most of the increase was reported by teachers, that is, those holding a certificate or the New South Wales Department of Education diploma from 60 in 2006 to 55 in 2007. which indicated that there had been an increase From 2001 to 2004, the number of AIEWs of 35 AIEW positions between 2006 and 2007. remained stable. Since 2005, however, there As a consequence of this increase in the overall have been sharp increases with the number of number of Indigenous employees, the ratio AIEWs rising by 25 in 2005, 100 in 2006 and an additional 46 in 2007.
24 Figure 2.4: Number of Indigenous preschool staff by employment category; Australia, 2001-2007
400
350 350
304 300
250
204 200 178 179 173 170 148 150 128 125 126 113 107 114
100 75 74 Number of Indigenous staff member s 59 55 55 60 55 49 53 49 52 51 50 33 37
0 Teachers Teachers AIEWs and equivalent Other 3-4 year degree qualified non-degree qualified
2001 2002 2003 2004 2005 2006 2007
Source: DEEWR - IEP performance reports: 2001-2007 Note: The number of AIEWs reported in the 2005 version of this report has been revised from 174 to 204.
Of the 106 preschool organisations that support the inclusion of children from diverse received IEP funding in 2007, 39 (37%) backgrounds, including Indigenous children. indicated an increase in the number of AIEWs IEP professional development indicators provide they employed when compared to 2005 levels. information on how preschool classroom staff In this period, 22 preschools (21%) indicated foster an appreciation of their history, cultures a reduction in AIEWs and 45 (42%) indicated and identity in Indigenous students as well as no change. an understanding and respect for Indigenous The number of Indigenous people in the ‘other traditional and contemporary cultures amongst staff’ category increased between 2006 and both Indigenous and non-Indigenous students. 2007 from 107 to 114 employees.
The indicators also examine the professional National Report to Parliament on Indigenous Education and Training, 2007 learning offered to, and undertaken by, 2.4.3 Professional Development Indigenous staff and the impact of professional Professional development of staff is an learning undertaken by Indigenous and non- ongoing process that provides maintenance, Indigenous staff on classroom practices. An improvement and broadening of skills and additional measure is the percentage of AIEWs knowledge. It supports the development of who have gained formal qualifications and interpersonal qualities necessary for workers those who are in the process of obtaining to carry out their responsibilities and enhance formal qualifications. their performance. The content of professional development programs should support the Cultural awareness training acquisition of knowledge, skills and attitudes Cultural awareness training is integral required by those working in preschools, which in building recognition of the diversity of includes knowledge and skill development to Indigenous cultures, histories, languages and beliefs. In order to be adequately prepared for
25 working with Indigenous children, staff need to Professional learning undertaken through develop both a broad understanding of cultural formal and informal training allowed staff factors common to most Aboriginal and Torres to bring back strategies, lesson ideas and Strait Islander peoples as well as the cultural resources that allowed individual children’s factors of the local community in which they needs to be targeted and met. It gave work. As there are small numbers of Indigenous the staff a better understanding of how teachers in most preschools, adequate cross Indigenous and all children learn, and useful cultural training is essential for the recognition strategies on how to meet their different of Indigenous cultures and to facilitate better learning styles. By reaching out to the working and social relationships between children and meeting their individual learning Indigenous and non-Indigenous people. It styles we are able to provide the foundations is important for all preschool teachers to for better and meaningful learning to better develop the ability to understand, communicate prepare them to leave preschool and go on and effectively interact with their Indigenous to school. students. One preschool described the benefit of IEP performance reports indicate that the participating in cultural awareness training: professional development undertaken by staff Through ongoing staff training and in 2007 promoted a greater awareness and development courses, staff were able to appreciation of Indigenous history, culture, gain a better understanding and respect for and identity. Preschools also reported that Indigenous cultures and issues. This allowed professional development provided an increased and encouraged more culturally appropriate understanding of the ways in which Indigenous understanding and knowledge which enabled children learn and had various impacts on their staff to offer children a warm, inviting and teaching, including: respectful environment that caters to all areas • providing new ideas for learning experiences; of their development and learning. All staff have a better understanding and appreciation • increasing staff confidence; of Indigenous culture, heritage and practices, • improving staff skills in teaching and therefore are able to programme for and programming; assist children to understand and appreciate • empowering staff to work positively to the importance of it and how it assists prepare children for their transition to school; the children’s self image, self esteem and • better preparing staff for their role as self worth. educators; • providing effective networking opportunities; General professional development • increasing staff understanding and Professional development builds the skills appreciation of Indigenous culture; National Report to Parliament on Indigenous Education and Training, 2007 and knowledge of preschool staff in order to effectively undertake their role as educators. IEP • effectively engaging Indigenous children in performance reports collect information on the learning; professional learning offered to, and undertaken • effectively engaging parents in their child’s by, Indigenous staff members and the impact education; of the professional learning undertaken by • keeping staff informed on current theories in Indigenous and non-Indigenous staff on relation to child development; and classroom practices. • providing new lesson ideas and resources.
Many preschools discussed and outlined the This preschool reported on the positive impact various professional development activities and that professional development had on staff and workshops that were undertaken throughout the the children: year. This preschool explained the benefits and By the staff undertaking professional learning skills gained by staff participation in the various they have been able to update their skills and professional development activities: learn new teaching techniques. Staff return to the preschool feeling empowered and
26 passionate about sharing these skills with • engaging visitors from the local Indigenous the children. When staff are feeling positive community, including artists, dancers, elders and passionate in this way, the children and parents; also feel positive and more excited about • prominently displaying cultural resources, learning. Professional development allows such as pictures and posters; and us to give the children the best possible start • celebrating Indigenous cultures during to their education and better prepares them important times such as NAIDOC week. for their first year of formal schooling. By sharing our enthusiasm for learning we hope Preschools reported on how they provided that the children take the same excitement Indigenous perspectives in the learning and enthusiasm for learning into their future experiences provided to children. This preschool education experiences. described their activities to offer Indigenous perspectives and expose the children to It is encouraging that almost 100% of Indigenous culture: providers reported staff involvement in professional development. Culturally inclusive perspectives are embedded in all classroom practices. These 2.4.4 Culturally Inclusive Curriculum perspectives enable the teachers to approach A culturally responsive and inclusive curriculum the curriculum in a way that complements and ensures students’ diverse needs, experiences and enriches the various learning areas. Apart backgrounds are recognised, celebrated and from the usual culturally inclusive practices nurtured. All children come to preschool with such as posters, artifacts, puzzles, books, unique life experiences and backgrounds. The dance, music and displays used in the daily same preschool program will be experienced programs of the preschool, the staff have differently due to these diverse prior experiences developed innovative and creative resource and expectations. Good teaching acknowledges materials that support the teaching of cultural and values the diversity of children in curriculum perspectives. Culturally related topics form the planning. A culturally inclusive curriculum basis of hands on activities for the children. takes into account the teaching and learning Most of the resources used throughout the environment, the preschool program content, curriculum have been adapted to incorporate the processes of teaching and learning, and the Indigenous cultural perspectives and assessment practices. An effective and inclusive authentic Indigenous resources are used to program includes the design of a curriculum that enhance the meaningful learning experiences addresses all these features and acknowledges of the children. The environment has been set and incorporates the knowledge, experiences up to be inviting to children and parents and and contributions of a wide variety of cultures. to encourage learning. National Report to Parliament on Indigenous Education and Training, 2007 The delivery of a curriculum that is rich with Many preschools actively involved parents Indigenous culture and integrates Indigenous and community members, especially Elders, perspectives across learning activities is very to help work with children to ensure an important for the success of Indigenous students Indigenous perspective: in preschools. Independent preschools and Through the centre, both planned and government and non-government systems spontaneous interactions and learning provide qualitative information on the extent to experiences were offered to all children which the preschool or preschool system gives its to assist them to better appreciate and students the opportunity to gain an Indigenous respect Indigenous perspectives and perspective, participate in an Indigenous studies culture. Indigenous learning experiences program, and learn Indigenous languages. and perspectives are part of our everyday IEP preschool providers reported a variety educational program, rather than just offering of strategies for fostering the promotion of the children ‘cultural activities’. Indigenous culturally inclusive curriculum, including: culture is incorporated into our centre and program in an integrated, holistic and
27 contextualized way that shows the children The involvement of Indigenous people they are all individual and special, yet similar in the development and delivery of a and all have extremely important heritage, culturally inclusive curriculum was valued by culture, family and individual educational and this preschool: learning needs. We invited Indigenous community members We celebrate NAIDOC and Sorry Day to participate in our program and offered with the wider community and as often as opportunities for parents of Indigenous possible have visitors to the centre. We aim children to help in the decision making to invite Indigenous people of all ages, rather processes and planning the cultural program. than just Elders to highlight to the children A local Indigenous community member came that their culture is important throughout to our centre to do language and cultural their life. Indigenous staff are employed to lessons with the children and staff. During ensure all perspectives are recognised and these sessions, children were exposed to incorporated. We try to include the child’s Indigenous story reading and telling, teaching family in their education as often as possible, and speaking the local Indigenous language, as well as having an open door policy, we singing songs using the language and dances invite family and community members to the which incorporated the language. Indigenous preschool to celebrate special events. community members came to teach children about art and Indigenous elders led a visit to Preschools also reported on the opportunities see rock paintings. We had discussions about provided for children to be involved in Indigenous people using bush tucker and Indigenous language programs. The following local plants for housekeeping and medicinal provides an insight into the involvement of purposes, followed by a visit to the gardens community members in the teaching of sessions and bush to collect bush tucker and seeds. in the local language: We placed a great emphasis on the Our preschool has always maintained involvement of Indigenous families and an informal language program. Staff use community members. Our centre valued language from approximately five different and respected the wonderful contribution language groups on a daily basis. We were that our Indigenous parents were making to fortunate to have employed an Aboriginal the preschool. community member to teach the children the local Aboriginal language. Resources were developed during the year, which has assisted us to continue the program. Aboriginal language is a vital part of communication in
National Report to Parliament on Indigenous Education and Training, 2007 our daily functions at the centre. We provide culturally appropriate resources, materials, dreamtime stories and puzzles to value and enhance Aboriginal language in our daily program.
28 2.5 Conclusions
There were a number of positive outcomes Those indicators focussed on increasing in Indigenous preschool education in 2007. Indigenous influence, involvement and presence The number of Indigenous children continues in preschools produced varied results in 2007. to grow and after a static period between In non-government preschools the reported level 2002 and 2005, there was an increase of of Indigenous involvement in decision-making almost 4% in enrolments in 2007. The states improved between 2006 and 2007. While of Queensland and Western Australia, which in government preschools, the proportion of have had different early childhood education Indigenous people involved in decision making arrangements to the other states and territories committees for Indigenous specific issues at a in the past, experienced sharp increases in state level declined and this outcome remained enrolments. Indigenous enrolments are spread stable at the regional level. fairly evenly across the regions with more The total number of Indigenous staff employed than 70% in the provincial and remote areas in IEP funded preschools in 2007 increased of Australia. from 2006 and indicates a 46% increase in the There remain large differences between the employment of Indigenous staff since 2001. The attendance rates of Indigenous and non- number of AIEWs has also grown significantly Indigenous students. Median attendance rates with the increases in 2007 representing a 95% for Indigenous students ranged from a low of growth in AIEWs since 2004. 67% in the very remote areas to a high of 86% In the area of professional learning, it is in the metropolitan areas. encouraging that almost 100% of preschool There are large variations in literacy readiness providers reported staff involvement in outcomes between government and non- professional development and support, with government preschools and between Indigenous many preschools reporting the implementation and non-Indigenous preschool students within of a variety of strategies for fostering the them. The proportion of Indigenous students promotion of culturally inclusive curriculum. within the government systems demonstrating literacy and numeracy awareness appropriate for entry into primary school increased slightly on the 2006 results, while the results for Indigenous children attending non-government preschools were stable. National Report to Parliament on Indigenous Education and Training, 2007
29 Little Yuin Aboriginal Preschool Wallaga Lake, New South Wales
The preschool’s priority is to promote regular preschool attendance and build awareness of the importance of early childhood education in ensuring children demonstrate school readiness skills. Particular emphasis is placed on assisting our children to develop the social skills and emotional acumen needed to succeed in the Offering a broad range of broader community. stimulating and culturally In term four of 2007, Little Yuin Preschool in appropriate activities and learning conjunction with Bermagui Primary School ran experiences a transition to school program. The program was the result of lengthy consultation with the Indigenous community. Meetings took place between the Wallaga Lake community, Little Yuin Preschool, Bermagui Primary School and surrounding preschools. Funding was sought from the Department of Community Services Little Yuin Aboriginal Preschool is located near and Bermagui Primary School’s Schools in Wallaga Lake on the South Coast of New South Partnership program to engage a primary Wales in a small remote Indigenous community. school teacher for the program and numeracy With views reaching to the lake, sea, bush and and literacy resources. Gulaga Mountain, our children are surrounded by nature. Umbarra (the black duck) is the Starting out at Little Yuin the children were totem of the Yuin people and features on our provided with a range of activities and learning preschool logo. experiences that were numeracy and literacy based. Children were free to self select learning Little Yuin Aboriginal Preschool is a community activities and were supported and encouraged based service and has been in operation for to complete their chosen task. Time was shared nearly twenty years. The preschool is governed between the preschool and school, allowing for by an Indigenous Committee and employs both a gentle transition between the two. The school Indigenous and non-Indigenous teaching and provided the children with a classroom, where administrative staff. In addition to our trained in addition to kindergarten activities the children staff, our inclusive employment philosophy
National Report to Parliament on Indigenous Education and Training, 2007 were taught the practicalities of how to place ensures that we create employment opportunities a lunch order and the location of the toilets. for socially disadvantaged individuals and the They also participated in assembly, used the long-term unemployed. We are committed to computers and visited the school library. providing a high quality standard of care and early childhood education to our children. With approval and support from families, the program began and was run every Friday. The The preschool currently has eighteen Indigenous children’s numeracy, literacy and social skills children enrolled and provides a safe, nurturing progressed rapidly as a result of the high adult- environment where children are encouraged to-child ratio and the stimulating program on and supported to develop their skills through offer. Preschool and primary school staff all play. Children are offered a broad range of agreed the program was mutually beneficial stimulating and culturally appropriate activities and resulted in a greater understanding of and learning experiences based on their how things were achieved in the respective individual strengths, needs and interests. teaching environments.
30 Case studies indicate that the Indigenous Our next project at Little Yuin is to extend the children who participated in the transition to existing preschool building to include a Family school program have adapted exceptionally well Resource Centre. The centre will provide a to school. These children are at the top of their venue for a range of activities and training to class in literacy and numeracy and participate take place and will improve planning and the with confidence in all school activities. Their coordination of service provision for children levels of literacy and numeracy have been and families. It is anticipated that the centre will assessed as equal or above their non- provide a place where individuals and families Indigenous class mates. can meet with service providers in a safe and
confidential environment as well as strengthen National Report to Parliament on Indigenous Education and Training, 2007 This program has ensured that Indigenous the capacity for collaboration between local children in the community are not education, health and family services. disadvantaged through social standing, cultural background or educational experience and has strengthened ties between the Indigenous community and participating organisations. As the program was designed and driven by community, it has demonstrated that Indigenous and non-Indigenous staff and families can link together to achieve meaningful outcomes for Indigenous children.
31
Chapter 3 Schools
3.1 Overview
3.1.1 Key data on Indigenous school education, 2007
Indigenous primary school enrolments Indigenous secondary school enrolments Government 84,419 42,894 (88.7%) (82.5%) Non-Government 10,753 9,115 (11.3%) (17.5%) Total 95,172 52,009 Male 48,733 26,420 (51.2%) (50.8%) Female 6,439 25,589 (48.8%) (49.2%)
In 2007, there were 147,181 Indigenous students in Australian schools — 4.8% of all primary students and 3.6% of all secondary students. Overall, Indigenous students represent 4.3% of total school enrolments in Australia in 2007.
State/territory Government % Non-Government % Total % New South Wales 37,967 25.8% 5,001 3.4% 42,968 29.2% Victoria 7,586 5.2% 923 0.6% 8,509 5.8% Queensland 37,586 25.5% 5,755 3.9% 43,341 29.4% South Australia 7,517 5.1% 881 0.6% 8,398 5.7%
Western Australia 18,758 12.7% 3,595 2.4% 22,353 15.2% National Report to Parliament on Indigenous Education and Training, 2007 Tasmania 4,449 3.0% 679 0.5% 5,128 3.5% Northern Territory 12,546 8.5% 2,772 1.9% 15,318 10.4% Aust. Capital Territory 904 0.6% 262 0.2% 1,166 0.8% 127,313 86.5% 19,868 13.5% 147,181 100.0%
Apparent grade progression ratios Apparent retention rates Year 8-9 97.1% Year 10 90.5% Year 9-10 92.0% Year 11 69.7% Year 10-11 76.4% Year 12 42.9% Year 11-12 63.3% Year 10-12 48.5% Source: DEEWR — derived from ABS National Schools Statistics Collection, 2007
33 3.1.2 Key movements in Indigenous • Indigenous attendance rates in government school education in 2007 secondary schools ranged from 72% to 84% with a median of 78.7% compared Enrolments to a non-Indigenous median of 89.0%. • In 2007, 147,181 Indigenous students were The gaps between Indigenous and non- enrolled in Australian schools - an increase Indigenous rates ranged from 5 to 21 of 4.8% over 2006. percentage points. • The overall proportion of Indigenous school • In Catholic systemic secondary schools students continues to increase at both the Indigenous attendance rates ranged from primary and secondary levels. Indigenous 70% to 91% with a median of 88% - not far students made up 4.8% of all primary below the non-Indigenous median of 93%. school students in 2007, 3.6% of secondary In most Catholic systems there was little school students and overall, were 4.3% difference between Indigenous and non- of all Australian school students. In 2001, Indigenous outcomes. Indigenous students made up 3.5% of all • During the period 2001-2007 there has students, indicating an important overall been gradual improvement on all four growth during the period. apparent retention rates so that in 2007, • In Queensland, all government schools three of the four were at their highest point offered Preparatory Year services for the to date. Only the Year 10 rate declined first time in 2007 and an additional 1,927 when compared to 2006. students were enrolled in that state. This led • The Indigenous Year 11 rate continues to to a 26% increase in the national Pre Year 1 increase and between 2001 and 2007 it enrolment figure. has improved by more than 13 percentage • In 2007 there were 2,376 Indigenous points. The upward trends in both the Year children involved in the ESL-ILSS program, 12 and Year 10-12 rates are similarly continuing the steady increase in encouraging – in both cases the rates have enrolments since 2004. The proportion of increased while the gaps between them and children who achieved the ESL Scale Oral non-Indigenous outcomes have decreased. Level 1 - the key indicator of success, was 67.4% which was a slight improvement over Literacy and numeracy the 2006 result. • In general, the 2007 national literacy and numeracy benchmark results for both Attendance and retention Indigenous and non-Indigenous students • Indigenous attendance rates in the eight were similar to those of recent years. Also government primary school systems ranged as in previous years, the achievement of National Report to Parliament on Indigenous Education and Training, 2007 from 71% to 92% with a median rate of Indigenous students in reading, writing 87.4% (compared to a non-Indigenous and numeracy was well below that of All median of 93.4%). There were large Students (that is, Indigenous and non- discrepancies between Indigenous and non- Indigenous combined), for every year level. Indigenous rates within these government • In 2007, the gap between Indigenous systems with the differences ranging from 2 and All Students outcomes in the nine to 23 percentage points. benchmarks averaged 20 percentage • Catholic system attendance rates ranged points and ranged from 13 percentage from 75% to 93% with a median rate of points in Year 3 reading to 34 percentage 88.9% (compared to a non-Indigenous points in Year 7 numeracy where only 46% median of 94.0%), while the differences of Indigenous students met the benchmark. between Indigenous and non-Indigenous The gaps in 2007 are smallest in writing rates ranged from 1 to 21 percentage and greatest in numeracy. points with an average of eight • Indigenous students living in the remote percentage points. and very remote regions achieved the
34 benchmarks at significantly lower rates Statement of Attainment compared to 31% than other students in all year levels in of non-Indigenous students. all domains. • In the Trends in International Mathematics and Science Study (TIMSS 2007) the relative Educational outcomes performance of Year 4 Indigenous students • The proportion of Indigenous students compared to non-Indigenous students who achieved a Year 12 Certificate declined when compared to earlier studies (as a proportion of students who were in the series. At the Year 8 level however, enrolled in Year 11 in the previous year), the score differences in both mathematics has decreased from 51.3% in 2001 to and science remained fairly consistent from 44.3% in 2007. At the same time the 1995 and 2003 to 2007. proportion of non-Indigenous students has increased from 80.3% in 2001 to 85.6% Indigenous employment in 2007 and during that period the gap • Between 2006 and 2007 the total number between Indigenous and non-Indigenous of Indigenous employees working in outcomes has grown from 29 to 41 government schools increased by 232 or percentage points. 5.3%. The greatest single influence on • In 2007 about 78% of the 2003 Year 8 this outcome was an increase of 213 staff cohort of non-Indigenous students received reported by Education Queensland of a Year 12 Certificate compared to 30% of whom, 132 were in the Administrative and the Indigenous cohort – a gap of almost 48 Clerical staff category. percentage points. • While most of the government systems • There were record numbers of Year 12 reported slight increases in the numbers completers in all states and territories other of Indigenous staff when compared to than Western Australia in 2007. As was the 2006, there was a significant fall of 108 case in both 2005 and 2006, Tasmania Indigenous employees in the Northern had the best results in 2007 both in terms Territory, including a reduction of 75 of the rate of attainment for Indigenous Indigenous teachers. students (65%) and in the gap between • Between 2006 and 2007 there was a sharp Indigenous and non-Indigenous outcomes fall in the number of AIEWs employed in (eight percentage points). government systems. The main contributing • In 2007, more than one third of Indigenous factor was a fall of 114 positions in the students (35%) undertook a Year 11/12 New South Wales system – from 530 in course aimed at gaining university entrance, 2006 to 416 in 2007. There was also a compared to 76% of non-Indigenous substantial decrease in the Catholic systems
students. Of these students 12% attained a where there was a decline of 56 positions National Report to Parliament on Indigenous Education and Training, 2007 UAI score that would gain them university between 2006 and 2007. entrance, compared to 46% of non- Indigenous students. The Indigenous results are similar to 2005 but slightly better than 2006 while the non-Indigenous results have remained steady. • Indigenous students continued to participate strongly in VET in Schools activities in 2007. More than 36% of Indigenous students gained a VET Certificate (up from 30% in 2006) compared to 27% of non-Indigenous students. Additionally, more than half of Indigenous students (56%) gained a VET
35 3.1.3 The provision of To improve outcomes for Indigenous students school education for in 2007, Australian Government expenditure Indigenous people was targeted through two main programs – The state and territory governments have the Indigenous Education Program (IEP) and primary responsibility for school education in ABSTUDY, together with a number of smaller Australia and in 2007, two thirds (66.4%) of programs (see Chapter 6 for details of these all Australian students attended government programs). The Supplementary Recurrent schools. Conversely, one student in three Assistance element of the IEP is allocated on attended a non-government school with a per capita basis and to qualify for it, a non- the majority of them attending Catholic government school or system must have a systemic schools. minimum enrolment of 20 Indigenous students.
Indigenous students are much more likely to Table 3.1 shows the groups of school education attend government schools. In 2007, 86.5% providers that received funding under the were enrolled in government schools and that per capita element of IEP in 2007. Education proportion has remained relatively constant systems included the eight state/territory over the past decade at a time when the non- departments of education and the eight state/ Indigenous rate fell from 71% in 1995 to 66% territory Catholic Education Commissions or in 2007. Catholic Education Offices while there were seven ‘other non-government school education The Australian Government provides systems’ including Anglican (1), Christian (2), supplementary funding to both government Seventh Day Adventist (2) and Lutheran (2) and non-government education providers to education systems. Of the 35 independent support the broad national objective that every schools, 19 are classified as Indigenous Australian child has the right to a high quality controlled schools. education to give them the skills needed to participate in the society and economy of the The overall structure of schooling in Australia in 21st century. which the Australian Government’s programs operate is shown in Appendix A3.12 of this report.
Table 3.1: Distribution of Indigenous Education Program funded providers of school education, by category of provider; Australia, 2007 Category of provider Number % of total enrolments State/territory government education systems 8 86.5 State/territory Catholic education systems 8 8.8 National Report to Parliament on Indigenous Education and Training, 2007 Other non-government school education systems and independent schools 42 4.7 Total 58 100.0
Source: DEEWR — IEP performance reports and National Schools Statistics Collection; 2007
3.1.4 Data sources and the Australian Bureau of Statistics (ABS). In this chapter two main sources of information The NSSC comprises an annual collection of are used to report on progress. data on schools, students, staff and finance that is undertaken by the ABS in the government sector and by DEEWR in the non-government The National Schools Statistics sector. Student data is collected through a school Collection census in August each year and selected results The National Schools Statistics Collection (NSSC) are published annually by the ABS in Schools is a collaborative arrangement between all Australia. Australian government education authorities
36 IEP performance reports In addition to the national collections such as the NSSC and national benchmarking, other data relating to the Indigenous influence, involvement and presence domains are collected through annual IEP performance reports (see Chapter 1 for more details).
Progress in Indigenous school education in 2007
This part of the report considers the extent to which gaps between the outcomes for Indigenous and non-Indigenous Australians have closed in the school sector, using the AEP as the framework for discussion.
3.2 Equality of access and equity of participation
The goals of the AEP relating to access and At the national level the main movements participation of Indigenous Australians seek to between 2006 and 2007 were: ensure Indigenous Australian peoples’ equality • a 26% increase in Pre Year 1 enrolments of access and equity of participation with all brought about by an increase of more than non-Indigenous Australians. 1,900 students in Queensland; This section of the report presents trends in • a continuing significant increase in secondary Indigenous student enrolments, attendance and enrolments – up by 5.3% over 2006 and retention information such as apparent retention by 42% since the beginning of the previous rates. A primary focus for discussion is the quadrennium in 2001; closure of gaps between Indigenous and non- • a 15.6% increase in Year 12 enrolments Indigenous student outcomes. leading to a Year 12 apparent retention rate Enrolment data can be seen as an indirect of 42.9%; and measure of access, especially at the secondary • an increase of 8.2% in the number of school level, where the gaps between students in the senior years (Years 10, 11 Indigenous and non-Indigenous outcomes are at and 12). their greatest.
3.2.1 Indigenous school enrolments National Report to Parliament on Indigenous Education and Training, 2007 In 2007, 147,181 Indigenous students were enrolled in Australian schools - an increase of 4.8% over 2006 (see Table 3.2). The overall proportion of Indigenous school students continues to increase at both the primary and secondary levels. Indigenous students made up 4.8% of all primary school students in 2007, 3.6% of secondary school students and overall, were 4.3% of all Australian school students. In 2001, Indigenous students made up 3.5% of all students, indicating an important overall growth during the period.
37 Worawa Aboriginal College Healesville, Victoria
Achieving outcomes through While many Worawa students have been Education, Wellbeing, Culture alienated from education and training within the mainstream educational system, these students have maintained a strong interest Worawa Aboriginal College is Victoria’s only and participation in a range of sporting and registered Independent Aboriginal community- recreational activities. The College aims to controlled school and holds a unique place in capitalise upon actual student interests and Victorian education. The College is located 60 provide meaningful articulation to education, kilometres from Melbourne on 65 hectares of vocational training and employment. These rural land in the Yarra Valley that once formed aims are to be achieved whilst maintaining the part of the Coranderrk Aboriginal Station. required standards of registered schools within Founded by an Aboriginal visionary, the school the State of Victoria. A key aim of the College is commenced operation in 1983 and has catered to improve students’ engagement in the school for Indigenous students from remote and programs, their overall attendance and success regional communities as well as urban locations in academic education and retention. across Australia for over 25 years. Worawa Aboriginal College is implementing an The Worawa Education Program is based on the Education – Wellbeing – Culture model, which concept of ‘two way’ learning. This involves the provides educational and residential programs teaching and learning program addressing the and support, 24 hours a day, 7 days a week. key learning areas of mainstream curriculum The College believes each student should: whilst taking into account Aboriginal culture, • be prepared with life skills for their next values, spiritual beliefs and learning styles. phase of life in the bi-cultural environment The cultural education at Worawa is developed of their community, further education and and taught by community Elders and is based employment; on ‘walking together’. Importantly, College academic staff, management and the governing • understand and appreciate their cultural body are jointly committed to the ‘walking heritage and Aboriginal identity while together’ ethos. building self-esteem; • master the essential skills of literacy and Worawa is a residential school for Aboriginal numeracy; students in years 7 to 10. The College is • develop self-confidence, pride, tolerance and implementing an Indigenous Employment respect for others;
National Report to Parliament on Indigenous Education and Training, 2007 and Training Strategy and currently employs 11 Aboriginal staff. Many Worawa students • develop habits of good health and physical have had negative experiences in mainstream fitness; education, therefore the College aims to • be engaged in a total education program provide a meaningful education to Aboriginal with parents/families supporting and students. Worawa provides a curriculum, student participating in the learning process; management and general learning environment • be supported by quality teaching staff; and that offers a real alternative to mainstream • achieve the highest level of academic and educational institutions. This environment cultural attainment of which he or she is reflects the educational realities of Aboriginal capable. students, affirms their cultural experience and learning and addresses their negative schooling experiences.
38 The components of the Worawa Education will become more independent and mature Model are: learners. They will be confronted with increasing expectations, allowing them to find that they can • educational and cultural programs based on meet them, developing self-esteem and greater individual pathways; self-discipline. Students are thus encouraged • high quality residential; and to take responsibility for their actions and to • supervised homework and organised extra prepare for independent living. curricular activities. Worawa’s first obligation is to provide the The curriculum is organised in Learning Centres appropriate curriculum and educational with each Centre having dedicated teachers experiences for students in all years. Our staff and a designated learning space. All Worawa are aware of the need to plan and provide rich, staff are allocated a small number of students varied transitional pathways for students once which constitutes a tutor group. Each tutor group they complete year 10. The College focus is to teacher is responsible for: build the self esteem of its students so that they have the personal confidence, motivation and • determining each student’s learning needs discipline, organisational skills, academic skills after consideration of literacy and medical and practical skills to be successful in pursuing testing and their needs; vocational education and training in mainstream • planning and implementing a Personalised educational settings. Learning Plan for each student together with a set of desired learning outcomes; The College is assisting students through building relationships with partner schools and • negotiating the details of each Personalised encouraging partner schemes with other schools Learning Plan with the teachers; through joint activities. One example is the • providing individual tutoring; arrangement with Box Hill Institute of TAFE which • regularly monitoring the progress of each provides a ‘taster’ program for students called student towards achieving their desired Growth and Pathways (GAP). Year 10 students outcomes; and attend Box Hill two days per week to participate • playing an active pastoral care role for each in a series of TAFE ‘taster’ courses which may student which includes mentoring students, include hospitality, automotives, woodwork liaising with Learning Centre teachers, the or machinery. Wellbeing Officer and the Residential Co- Worawa is developing partnerships with a
ordinator. It also involves reporting to parents National Report to Parliament on Indigenous Education and Training, 2007 number of vocational training institutions to and striving to actively involve them in their provide VET courses for students in years 9 and child’s education. 10. These courses will challenge and extend Each Worawa student has a Personalised our students whilst providing potential pathways Learning Plan which commences when the to further studies and eventual employment. It student enters the College. It is also a means is proposed that in future years post year ten to track and reinforce individual growth and students engaged in further education and or development. Individual digital portfolios vocational training will be offered continued is a comprehensive student progress and support including accommodation, mentoring participation record established against a range and may also continue to participate within of educational and social criteria utilised to the college sporting and wellbeing programs monitor and assist student progress. where possible. It is envisaged that as students progress through the Learning Centres, Culture Curriculum and their Personalised Learning Plans, they
39 Table 3.2: Indigenous students enrolled in government and non-government schools in 2007(a) and percentage growth over 2001 and 2006; Australia
Government Non-Government All Schools growth over 2001 growth over 2006 Primary Pre-Year 1 (b) 10,345 1,365 11,710 75.9% 25.8% Year 1 11,302 1,496 12,798 12.7% -0.5% Year 2 11,479 1,446 12,925 17.1% 3.3% Year 3 11,173 1,445 12,618 14.3% 3.7% Year 4 11,061 1,406 12,467 14.7% 9.2% Year 5 10,266 1,315 11,581 11.3% -5.4% Year 6 11,037 1,367 12,404 20.8% 1.4% Year 7 (Qld, SA, WA, NT) 6,631 850 7,481 26.8% 5.3% Ungraded Primary 1,125 63 1,188 -16.1% 1.2% Total Primary 84,419 10,753 95,172 20.5% 4.6% Secondary Year 7 (NSW, Vic., Tas., ACT) 4,236 633 4,869 34.2% 5.5% Year 8 10,032 1,938 11,970 37.8% 1.4% Year 9 9,583 1,882 11,465 46.7% 4.6% Year 10 8,337 1,753 10,090 51.0% 7.6% Year 11 5,750 1,413 7,163 65.1% 5.1% Year 12 3,353 958 4,311 64.5% 15.6% Ungraded Secondary 1,603 538 2,141 -22.8% 3.5% Total Secondary 42,894 9,115 52,009 42.3% 5.3% Totals 127,313 19,868 147,181 27.4% 4.8% Source: DEEWR — derived from ABS National Schools Statistics Collection; 2001-2007 (a) Full-time students only (b) Queensland Pre-Year 1 enrolments were included in the School Census for the first time in 2003.
At the state/territory level the important In Queensland, all government schools offered movements between 2006 and 2007 were: Preparatory Year services for the first time in National Report to Parliament on Indigenous Education and Training, 2007 2007 and all eligible students have access • 2,227 Pre-Year 1 Indigenous students in to them, resulting in a sharp increase in Queensland — up from 300 in 2006, 202 in enrolments. The Queensland Department of 2005, 135 in 2004 and 80 in 2003; Education, Training and the Arts indicates that • Year 10 — increases in Queensland (11%), engaging with parents and the community to South Australia (17%) and the Northern develop strong demand for education is a key Territory (12%); factor in improving school attendance rates of • Year 11 — increases in Victoria (21%) and Indigenous students and it has developed South Australia (10%); and and distributed • Year 12 — increases in New South Wales (21%), Victoria (24%), Queensland (13%), South Australia (25%), Tasmania (16%), the Northern Territory (19%), Western Australia (4%) and the Australian Capital Territory (26%).
40 Table 3.3: Full-time Indigenous school enrolments by state/territory and level of schooling; 2007
Number of % of all Number of % of all primary primary secondary % of all secondary Indigenous State/territory students students students students students New South Wales 26,423 27.8 16,545 31.8 29.2 Victoria 5,119 5.4 3,390 6.5 5.8 Queensland 28,453 29.9 14,888 28.6 29.4 South Australia 5,781 6.1 2,617 5.0 5.7 Western Australia 15,031 15.8 7,322 14.1 15.2 Tasmania 2,858 3.0 2,270 4.4 3.5 Northern Territory 10,820 11.4 4,498 8.6 10.4 Australian. Capital Territory 687 0.7 479 0.9 0.8 Australia 95,172 100.0 52,009 100.0 100.0 Source: DEEWR - derived from ABS National Schools Statistics Collection, 2007 promotional and marketing material for placed in a year level. This has a variable Indigenous parents emphasising the value of impact on state/territory apparent retention education and regular attendance. Preparatory and grade progression rates that ranged from year support materials are inclusive of no effect in some states up to 9% of secondary Indigenous perspectives. enrolments in the Northern Territory in 2007.
Table 3.3 provides an overview of the Apparent grade progression ratios distribution of Indigenous enrolments in 2007 by state and territory. Apparent grade progression ratios measure the number of students at a given year Three government schooling systems have level compared to the number enrolled in between them, almost two thirds of the total the previous year, at the time of the annual number of Indigenous school students. The New August census. South Wales government system (25.8% of all Indigenous students) and Queensland (25.5%) In 2007, all four indicators in Table 3.4.were account for more than half of all Indigenous down on the 2006 results and the gaps between students, while the other major system is Western Indigenous and non-Indigenous outcomes grew. Australia with 12.7% of all students. Enrolment patterns in those systems have a major impact Year 8 to Year 9 on progression and retention rates, which are The 2007 rate of 97.1% is a slight reduction discussed in the following sections. on the 2006 result of 97.8%. Above average National Report to Parliament on Indigenous Education and Training, 2007 results occurred in Queensland (100.6%), South 3.2.2 Retaining Indigenous Australia (103.9%), Western Australia (99.1%), students in schooling Tasmania (105.7%) and Victoria (99.7%). In this section two enrolment derived indicators Alternatively, there were falls in the rates in New – apparent grade progression ratios and South Wales, Victoria and the Northern Territory. apparent retention rates, are used to show enrolment patterns over a six year period at Year 9 to Year 10 both the national and state/territory levels. These The 2007 results of 92.0% and a gap of 7.3 measures provide an indication of the success percentage points are very similar to the 2006 of education providers in retaining Indigenous results. The main improvements occurred in students in schooling at key transition points. South Australia where the rate increased by nine percentage points to 96.7% and in the Northern It should be noted that ungraded students are Territory where the rate increased by seven not included in the calculation of apparent points to 89.1%. In Western Australia there was retention and grade progression rates because a drop of five percentage points while in other their ungraded status prevents them from being states/territories there was little change.
41 Table 3.4: Indigenous and non-Indigenous apparent grade progression ratios, Australia; 2001–2007
Year 8 to Year 9 Year 9 to Year 10 Year 10 to Year 11 Year 11 to Year 12 (%) (%) (%) (%) Non- Non- Non- Non- Year Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous 2001 96.1 99.8 89.7 98.6 67.6 89.4 66.6 86.5 2002 97.5 99.7 89.6 98.6 68.8 90.0 67.8 87.1 2003 95.1 100.0 89.2 99.0 71.1 90.9 66.4 86.3 2004 97.5 99.9 88.7 98.7 70.1 90.0 64.7 86.0 2005 98.4 100.0 90.9 98.7 72.6 89.6 64.7 86.1 2006 97.8 100.1 92.1 99.0 76.7 90.1 64.4 86.0 2007 97.1 100.5 92.0 99.3 76.4 90.4 63.3 85.0
Source: DEEWR — derived from ABS National Schools Statistics Collection, 2001-2007
Year 10 to Year 11 Apparent retention rates1 The 2007 rate of 76.4% was similar to the The second approach to measuring retention record 2006 rate. The main positive influences of students in secondary schooling is through in 2007 occurred in South Australia which apparent retention rates. The commonly increased its rate by about eight percentage reported rates are calculated as the number points to 86.9% and in Western Australia which of students in either Year 10, 11 or 12 as a at 82.0% maintained its 2006 result. The main proportion of the number of the same cohort of negative influences occurred in the Northern students at the beginning of secondary school Territory (down by 13 percentage points) (in some states and territories this is in Year 7 Tasmania (down seven percentage points) and while in others it is Year 8). Another widely used the Australian Capital Territory (down eleven measure is the Year 10 to Year 12 apparent percentage points). retention rate.
Table 3.5 shows that during the period 2001- Year 11 to Year 12 2007 there has been gradual improvement The 2007 result of 63.3% is the lowest point on the four apparent retention rates so that in indicated in Table 3.4. The main contributing 2007, three of the four were at their highest National Report to Parliament on Indigenous Education and Training, 2007 factor was a fall of twelve percentage points point to date. Only the Year 10 rate declined in the rate in Western Australia from 50.8% in and the fall was not significant. 2006 to 38.9%. Many of the record number of Year 11 students in 2006 did not go on to Year Of greater significance is the continuing 12 or at least, were not enrolled at the time increase in the Indigenous Year 11 rate which of the annual school census in August, 2007. between 2001 and 2007 has improved by On the other hand there were good increases more than 13 percentage points. The upward in the rates in Victoria (up by eight percentage trends in both the Year 12 and Year 10-12 rates points), South Australia (six percentage points) are similarly encouraging – in both cases the and Tasmania (seven percentage points). New rates have increased while the gaps with non- South Wales also had its best result to date Indigenous outcomes have decreased. reaching 70%.
1 The apparent retention rate is defined as the percentage of full-time students of a given cohort group (ie. all students who commence secondary school in the same year) who continue from the first year of secondary schooling to a specified year at school. The apparent retention rate can exceed 100 per cent, as it does not account for the transfer of students between jurisdictions, migration, or students repeating a year.
42 Table 3.5: Indigenous and non-Indigenous apparent retention rates; Australia, 2001- 2007 Year 7/8-10 Year 7/8-11 Year 7/8-12 Year 10 - 12 (%) (%) (%) (%) Non- Non- Non- Non- Year Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous 2001 85.7 98.4 56.1 87.6 35.7 74.5 43.6 76.2 2002 86.4 98.5 58.9 88.7 38.0 76.3 45.8 77.8 2003 87.2 98.9 61.4 89.5 39.1 76.5 45.7 77.7 2004 85.8 98.5 61.1 89.0 39.8 76.9 46.0 78.1 2005 88.3 98.6 62.3 88.3 39.5 76.6 45.3 77.5 2006 91.3 98.9 67.7 88.9 40.1 76.0 46.8 77.1 2007 90.5 99.4 69.7 89.4 42.9 75.6 48.5 76.6
Source: DEEWR — derived from ABS National Schools Statistics Collection, 2001-2007
State/territory differences Every state and territory other than Western Table 3.6 shows the results for each of the states Australia improved its Year 12 rate in 2007 and territories in 2007. The big improvements and most achieved a best ever result. Another occurred in South Australia and New South positive outcome was that all states and Wales where all four rates increased, and in territories reported record numbers of students Victoria, where three of the four increased. The in their senior years of schooling in 2007. major falls occurred in the Northern Territory Table 3.7 shows the distribution of Indigenous where three of the rates dropped significantly, students at the senior levels of schooling. The and in Western Australia, which in the previous influence of Queensland and New South Wales year had sharp improvements on all four rates. on national retention rates can be clearly The national Year 10 rate fell slightly with five seen. Queensland with 32.5% of Indigenous of the eight states/territories experiencing a fall. secondary students in Years 8 to 12 but 34.7% The Year 11 rate increased by two percentage of senior secondary students has a positive points largely as a result of a significant increase effect, while New South Wales with 26.3% in Queensland of six percentage points. of Year 8-12 students but 23.8% of senior secondary students has a negative effect. National Report to Parliament on Indigenous Education and Training, 2007 Table 3.6: Indigenous apparent retention rates in 2007, by state/territory, and the percentage point change over 2006
Year 7/8-10 Year 7/8-11 Year 7/8-12 Year 10-12 State/territory (%) (%) (%) (%) New South Wales 84.0 (0.3) 50.1 (1.7) 34.0 (3.4) 42.4 (4.7) Victoria 88.3 (–2.8) 77.2 (11.2) 46.1 (7.6) 56.7 (9.3) Queensland 95.8 (–1.2) 80.6 (6.2) 56.5 (2.2) 61.5 (1.3) South Australia 87.6 (5.6) 71.3 (2.5) 43.9 (6.4) 50.6 (4.9) Western Australia 96.2 (–0.3) 79.2 (3.3) 29.5 (–1.8) 31.8 (–2.9) Tasmania 99.8 (–0.9) 51.1 (–8.3) 45.5 (5.4) 44.1 (6.6) Northern Territory 81.8 (–7.6) 85.2 (–14.0) 45.9 (5.4) 50.3 (–8.5) Aust. Capital Territory 102.4 (13.6) 67.9 (–16.2) 59.8 (0.7) 59.0 (–1.0) Australia 90.5 (–0.8) 69.7 (2.0) 42.9 (2.7) 48.5 (1.8) Source: DEEWR — derived from ABS National Schools Statistics Collection, 2007
43 Table 3.7: Proportion of Indigenous students in the senior years of schooling, by state/ territory and year level; 2007
% of all Indigenous Year 10 Year 11 Year 12 % of all Indigenous secondary students State/territory (%) (%) (%) senior students (a) New South Wales 26.4 20.9 22.9 23.8 26.3 Victoria 5.0 5.8 5.6 5.4 5.6 Queensland 32.5 34.2 40.5 34.7 32.5 South Australia 5.9 6.1 5.9 6.0 5.7 Western Australia 17.0 19.0 11.9 16.7 16.1 Tasmania 4.2 3.3 4.3 3.9 4.0 Northern Territory 8.3 9.9 7.9 8.7 9.1 Aust. Capital Territory 0.8 0.8 1.1 0.9 0.8 Australia 100.0 100.0 100.0 100.0 100.0
Source: DEEWR — derived from ABS National Schools Statistics Collection, 2007 (a) Includes students in Years 8-12 only.
Gender differences increased by five percentage points and the Table 3.8 shows differences in apparent male rate by four. retention rates of Indigenous male and female While retention rates for Indigenous female students over a seven year period. Apart from students have historically been higher than those Year 10, all rates for both Indigenous male and for Indigenous male students, there were some female students increased in 2007, with most indications that the gaps may be closing. reaching a historical high point.
At the Year 10 level there were slight reductions Overall progress in closing the gaps over the 2006 rates with the main falls occurring Appendix A3.11 shows the extent to which the in Queensland for female students and the gaps between Indigenous and non-Indigenous Northern Territory for male students where in apparent retention rates have closed during both cases the rates decreased by more than the 2001-2007 period. The Year 10 gap was four percentage points. The gap between male at its smallest in 2006 at 7.6 percentage points and female students continues to close. however in 2007 it increased to 8.9 percentage points. The Year 11 gap continued its steady National Report to Parliament on Indigenous Education and Training, 2007 As mentioned previously, there was a sharp and consistent decrease from 31.5 percentage improvement in the Year 11 rate in Queensland points in 2001 to 19.7 percentage points in of more than six percentage points including 2007. There were also small but encouraging a 7.4 percentage increase in the male rate. decreases between 2006 and 2007 in the Year This in turn had an impact on the national rate 12 gap (down by 3.2 percentage points to which has increased from 51% in 2001 to 67% 32.7) and in the Year 10-12 gap (down by 2.3 in 2007. percentage points to 28.1). The main influence on the improvement in the Year 12 rate was in New South Wales where the rates for both male and female students increased by more than three percentage points between 2006 and 2007. There were also important increases in the Year 10-12 rate in New South Wales where the female rate
44 Table 3.8: Indigenous apparent retention rates, by sex; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Year 10 Female students 88.2 89.5 88.6 87.4 90.9 92.6 91.2 Male students 82.9 83.5 85.8 84.3 85.7 90.1 89.9 % point difference (a) 5.3 6.0 2.8 3.1 5.2 2.6 1.2
Year 11 Female students 61.2 60.9 64.8 64.7 65.5 71.8 72.5 Male students 51.1 56.8 58.2 57.5 59.3 63.7 67.1 % point difference 10.1 4.1 6.5 7.2 6.2 8.1 5.5
Year 12 Female students 38.7 42.0 41.8 44.3 44.0 42.4 46.4 Male students 33.0 34.1 36.2 35.4 35.1 37.9 39.4 % point difference 5.6 7.9 5.6 9.0 8.9 4.5 6.9
Year 10-12 Female students 45.6 48.4 47.4 49.5 49.6 48.5 51.0 Male students 41.6 43.1 43.7 42.4 40.9 45.0 46.0 % point difference 3.9 5.2 3.8 7.2 8.7 3.6 5.0
Source: DEEWR — derived from ABS National Schools Statistics Collection, 2001-2007 (a) Figures may not sum due to rounding
3.2.3 Equity of educational The 2007 results for government school systems participation are similar to the rates for 2005 and 2006 Regular attendance is critical to the achievement with average Indigenous attendance rates of improved outcomes for Indigenous students ranging from 71% to 92% and a median rate and the persistence of high rates of absenteeism of 87.4% (compared to a non-Indigenous reported in previous issues of this report, are median of 93.4%). Within the eight government contributing to lower standards of academic systems Indigenous and non-Indigenous National Report to Parliament on Indigenous Education and Training, 2007 achievement, including low levels of English attendance rates varied by an average of eight language and literacy skills. percentage points within a range of 2 to 23 percentage points. Indigenous attendance rates vary considerably from primary to secondary school and from The results for Catholic systemic schools in school system to school system. A number of 2007 were also similar to the 2006 results with education systems report Indigenous attendance rates ranging from 75% to 93% and a median rates close to those of non-Indigenous students, rate of 88.9% (compared to a non-Indigenous while in others there are considerable gaps. median of 94.0%), while the differences between Indigenous and non-Indigenous rates ranged from 1 to 21 percentage points with an average Attendance in primary schools of eight percentage points. Attendance rates for primary school students are higher than those for secondary school and overall, the rates in Catholic systemic schools are higher than those in government schools.
45 Tatachilla Lutheran College McLaren Vale, South Australia
Providing opportunities to enable Indigenous cultures to be celebrated
Tatachilla Lutheran College is a recreation Tatachilla proudly shows the local to year 12 coeducational Christian school. community their commitment to Indigenous Through our three sub schools we offer a diverse education through: curriculum that supports student growth and • the Kaurna Tappa, a walking trail in the development and empowers students as they EcoClassroom, developed in consultation continue their journey of life long learning. with Kaurna Warra Pintyandi, a group of Within the College context, this leads students Kaurna people, teachers,linguists and to multiple post senior school pathways. Our language enthusiasts who are passionate dedicated and caring staff are keen to support about the reclamation of the Kaurna students and establish a tradition of excellence. language; The welfare of our students is of paramount • a Statement of Acknowledgement of country importance therefore Pastoral Care at Tatachilla in the three entrances to Tatachilla Lutheran is integral to daily life. Pastoral Care is not a College. The wording states ‘Tatachilla specific program but an attitude and approach Lutheran College acknowledges that this which represents everything we do at the school is built on the traditional country College. Our aim is to nurture the growth of of the Kaurna people. We recognise and young people into responsible citizens enabling respect their cultural heritage, beliefs and them to serve others in a fulfilling manner. relationship with this land. The land remains
National Report to Parliament on Indigenous Education and Training, 2007 as it always has, a place of education, peace, Tatachilla Lutheran College has eight Indigenous care and nurture’; Australian students enrolled from reception to year 12. The College has many different • flying of the Indigenous flags; and learning support programs available for these • displaying art work on outside and students. Positive relationships between all inside walls. students, both Indigenous and non-Indigenous Another outstanding initiative has been the are encouraged and valued. Numerous engagement of a talented Indigenous teacher, opportunities are provided to enable Indigenous artist, author and storyteller who has been cultures to be celebrated. A team of educators working with students across the whole school. with representatives from junior, middle and She has collaborated with staff and students in a senior school as well as parents, oversee variety of ways, including; Indigenous education at Tatachilla. • tutoring Indigenous students with the support of class teachers and curriculum outcomes;
46 • working with groups of Indigenous students each other’s company. Each student is also able to assist their development of a sense of to bring another friend along to these lunches, cultural understanding; which helps to celebrate cultural diversity in the • supporting staff where necessary (i.e. how school and further open up communication to teach topics or themes in culturally and a sense of understanding of culture appropriate ways.); and background. • working with year level groups, covering Another way that interaction between Aboriginal topics such as Stolen Generation, living in students is encouraged is through a cross contemporary Australia, etc; sub-school tutoring program. Currently at • Reconciliation Week activities with the Tatachilla, a year 11 Indigenous student spends junior school; exploring the meaning one lesson per week tutoring and mentoring
of Reconciliation through activity based a year 1 Indigenous student, assisting them National Report to Parliament on Indigenous Education and Training, 2007 learning; with learning and behaviour issues. In doing • class readings of her books, Pilawuk and Rak so, a positive and meaningful relationship has Niwili; and developed. The program has worked very well and consequently, the aim is to extend these • relief teaching. mentoring opportunities for senior school As well as providing opportunities for Indigenous students in future years. students to be supported and mentored The Indigenous students know that their culture individually, it is important for the students to is valued at the College and they are able to build relationships with each other and share show pride in their cultural identity. The follow their cultures. Once a term, Aboriginal students on effect is improved attendance and retention, at Tatachilla Lutheran College are invited to a reduced behavioural issues and improvement in shared lunch. During this time, all Aboriginal educational outcomes. students in reception to year 12 meet together to develop meaningful relationships and enjoy
47 Figure 3.1: Median Indigenous and non-Indigenous primary school attendance rates, Government and Catholic systems; Australia, 2005-2007
100
90
80
70
60
50 ercentage P 40
30
20
10
0 Government Catholic Government Catholic Indigenous Indigenous Non-Indigenous Non-Indigenous
2005 2006 2007
Source: DEEWR – IEP performance reports; 2005-2007
Median Indigenous and non-Indigenous Strategies for improving enrolments attendance rates (also showing the range and attendance between the highest and lowest) in Government The reasons students do not attend school and Catholic systemic primary schools for the are complex and interrelated but among the period 2005-2007 are shown in Figure 3.1. factors consistently identified by education Apart from the government Indigenous rate, providers are poverty, health, housing, family over the three year period there has been only and cultural differences that may conflict with small variation in any of the rates. standard school operations. In addition there are school issues such as size and type of Attendance in secondary schools school, proportion of students in the school who The 2007 Indigenous attendance rates in are Indigenous, educational curricula, teacher National Report to Parliament on Indigenous Education and Training, 2007 government secondary schools were also similar training and the relevance of the teaching to the 2006 results, as shown in Figure 3.2. program to the life experience of the young Rates ranged from 72% to 84% with a median person. The interaction of these factors can of 78.7% compared to a non-Indigenous impact on the student’s desire to go to school, median of 89.0%. The gaps between Indigenous their sense of belonging and the desire to do and non-Indigenous rates ranged from 5 to 21 well at school. percentage points. In their IEP performance reports, education In Catholic systemic secondary schools authorities provided numerous examples of Indigenous rates ranged from 70% to 91% strategies that are addressing the issue of with a median of 88.2% which was not far improving attendance. Two of the responses below the non-Indigenous median of 93.2%. In from government departments of education are seven of the eight Catholic systems there was summarised below. little difference between Indigenous and non- Indigenous outcomes with differences in the rates ranging from 2 to 7 percentage points.
48 Figure 3.2: Median Indigenous and non-Indigenous secondary school attendance rates, Government and Catholic systems; Australia, 2005-2007
100
90
80
70
60
50 ercentage P 40
30
20
10
0 Government Catholic Government Catholic Indigenous Indigenous Non-Indigenous Non-Indigenous
2005 2006 2007
Source: DEEWR – IEP performance reports; 2005-2007
The South Australian Department of Education ILPs and case management plans continue and Children’s Services reports that improved to be updated for all Indigenous students data management systems allow for effective not attending. monitoring of the success of Indigenous students The West Australian Department of Education both the individual level, via Indigenous Student indicates that raising the school leaving age can Support System (ISSS) which monitors student play a positive role in education outcomes for performance outcomes with a specific focus on Aboriginal students. The Department raised the enrolment, attendance, behaviour management, school leaving age to 16 in 2007 and in 2008 it and literacy and numeracy testing results, and will be 17. at the school level, via the School Performance Reporting System (SPeRS). Through the development of Education
and Training Plans in Western Australia a National Report to Parliament on Indigenous Education and Training, 2007 In 2007, SPeRS was rolled out to all schools collaborative approach between schools, and preschools with training sessions held for a training providers and community based large number of school and preschool staff, with organisations has been sought to ensure that 36 metropolitan sessions offered in Term 3 and there are suitable programs for all at-risk young sessions held for all country districts in Terms 3 people in their 16th and 17th year. Key areas of and 4. activity to result from this process are: A case-management approach has been • development and implementation of over 20 implemented by each of the 18 district offices new programs in rural and remote regions to support all Aboriginal students and sites with since the introduction of the initiative; and Aboriginal students at risk of disengagement. An Indigenous Support Program involving • a high proportion of funding allocated for Indigenous families identifies positives, strengths program provision and staff support in the and strategies to support their student’s needs four remote regions where Aboriginal student through the development of Individual Learning numbers are highest – 27% of the ETP Plans (ILPs) for each Indigenous student. budget for 5% of the student cohort.
49 This approach has been moderately successful In 2007, an attendance audit was undertaken in large regional centres, however in smaller which has resulted in schools now being towns and communities there is still little option required to analyse their data and establish other than attending the local school for 16 and plans. The audit assisted schools in monitoring 17 year olds. Consequently the focus of the work their attendance targets and strategies. in these locations has been in supporting non- senior schools to deliver programs for 16 and 17 year old students. It is planned to develop a specific unit to support these schools to deliver senior schooling in 2008 and beyond. 3.3 Equitable and appropriate educational outcomes
3.3.1 Literacy and Numeracy 2007 Literacy and Numeracy The nationally agreed literacy and numeracy Benchmark results benchmarks for Years 3, 5 and 7 represent In general, the 2007 results for both Indigenous minimum standards of performance below and non-Indigenous students were similar to which students will have difficulty progressing those of recent years. Also as in previous years, satisfactorily at school2. Ministers of Education the achievement of Indigenous students in have agreed that the national goal should be for reading, writing and numeracy was well below all students to achieve at least the benchmark that of All Students (that is, Indigenous and level of performance. non-Indigenous combined), for every year level. Figure 3.3 refers. While most students do achieve at least the benchmark in reading, writing and numeracy, a significant proportion of Indigenous students in Years 3, 5, and 7 do not.
Figure 3.3: Percentage of Indigenous Students and All Students meeting the reading, writing and numeracy benchmarks, by year level; Australia, 2007
100
90
National Report to Parliament on Indigenous Education and Training, 2007 80
70 ercentage P
60
50
40 Year 3 Year 5 Year 7
All Reading All Writing All Numeracy
Indigenous Reading Indigenous Writing Indigenous Numeracy
Source: MCEETYA – National Report on Schooling in Australia, 2007
2 The benchmarks were developed in consultation with stakeholders and experts in the areas of literacy, numeracy and educational measurement. They were trialled in classrooms in all states and territories.
50 Figure 3.4: Percentage of Year 3 and Year 7 Indigenous students meeting the reading, writing and numeracy benchmarks, by geolocation; Australia, 2007
100
90
80
70
60
50 ercentage P 40
30
20
10
0 Reading Writing Numeracy Reading Writing Numeracy Year 3 students Year 7 students
Metropolitan Provincial Remote Very Remote
Source: MCEETYA – National Report on Schooling in Australia, 2007
The percentages of Indigenous students meeting The differences in results between students the national benchmarks in 2007 were slightly living in the metropolitan and provincial better than the 2006 results on six of the nine areas of Australia tend to be small, however benchmarks, and in seven of the nine cases these differences increase markedly in the the gaps between Indigenous and All Students’ remote and very remote areas, especially for results closed slightly between the two years. The Indigenous students. best improvements occurred in Year 3 numeracy Indigenous students living in the remote and and Year 5 writing which increased by 2.5 very remote regions achieved the benchmarks percentage points over 2006. at significantly lower rates than other students in In 2007, the gap between Indigenous and All all year levels in all subjects. Figure 3.4 shows Students outcomes in the nine benchmarks the reading, writing and numeracy results of averaged 20 percentage points and ranged Indigenous Year 3 and Year 7 students in 2007 National Report to Parliament on Indigenous Education and Training, 2007 from 13 percentage points in Year 3 reading and the sharp decrease in the percentage to 34 percentage points in Year 7 numeracy of Indigenous students meeting the national where only 46% of Indigenous students met the benchmarks who live in the remote and benchmark. The gaps in 2007 are smallest in especially, the very remote areas of Australia. writing and greatest in numeracy. Of particular note are the decreases in the Year 7 results. Geolocation
Figure 3.3 shows that the Indigenous benchmark results tend to decrease with the age of the students – that is, the Year 3 results tend to be better than the Year 5 results which in turn are better than the Year 7 results. An examination of literacy and numeracy benchmark data by geolocation also shows comparable decreases.
51 Quartiles distribution students in each of the quartiles, regardless of The IEP performance framework requires the year level (3, 5 or 7) or the area being tested major education systems to provide benchmark (reading, writing or numeracy). The 2007 results results according to a quartiles distribution. This are very similar to the 2006 results. measure assumes that if Indigenous students’ Between the eight state and territory education outcomes were at the same level as non- departments there is, however, considerable Indigenous students, it would be expected that variation in the results. Tasmania has the best 25% of Indigenous students would be found in results by far in both reading and numeracy each quartile. Figure 3.5, however, shows quite with an average of 34% of its Year 3, 5 and 7 a different distribution with a much smaller Indigenous students in the top two quartiles. The proportion of Indigenous students in the top Northern Territory, South Australia and Western quartile (on average about 8%) and a much Australia range from 15% to 18% of their greater proportion in the bottom quartile (54%). Indigenous students in the top two quartiles, Notably at the national level, there is very while the others average around 23% of their little variation in the proportion of Indigenous Indigenous students.
Figure 3.5: Average proportion of Indigenous students in each quartile for reading and numeracy (a), government schooling systems; Australia, 2007
8% 7% 14% 13%
53%
25% 54% 25%
Reading Numeracy
Highest Quartile Second Quartile Third Quartile Lowest Quartile
Source: DEEWR – IEP performance reports; 2007 (a) Averages for Years 3, 5 and 7 have been combined to provide an overall picture. National Report to Parliament on Indigenous Education and Training, 2007
52 Indigenous literacy and numeracy benchmark results, 1999 to 2007 Figures 3.6 to 3.14 illustrate trends in reading, writing and numeracy benchmark results since benchmark reporting began (see also Appendices A3.1, A3.2 and A3.3 of this report for more detailed results).
Figure 3.6: Percentage of students Figure 3.9: Percentage of students meeting meeting Year 3 reading Year 3 writing benchmark benchmark 100
100 95
95 90
90 85
85 80
80 75
75 70 ercentage 70 P 65 ercentage P 65 60
60 55
55 50
50 45
45 40 1999 2000 2001 2002 2003 2004 2005 2006 2007 40 1999 2000 2001 2002 2003 2004 2005 2006 2007 Indigenous Students All Students
Indigenous All Students
Figure 3.10: Percentage of students Figure 3.7: Percentage of students meeting Year 5 writing meeting Year 5 reading benchmark benchmark 100
95 100
95 90 85 90 80 85
80 75
70 75 ercentage P 65 70 ercentage
P 60 65
60 55 50 55
50 45 40 45 1999 2000 2001 2002 2003 2004 2005 2006 2007 40 Indigenous Students All Students 1999 2000 2001 2002 2003 2004 2005 2006 2007
Indigenous All Students
Figure 3.11: Percentage of students Figure 3.8: Percentage of students meeting meeting Year 7 writing Year 7 reading benchmark benchmark
100 100
95 95 National Report to Parliament on Indigenous Education and Training, 2007 90 90
85 85
80 80
75 75
70 70 ercentage ercentage P 65 P 65
60 60
55 55
50 50
45 45
40 40 1999 2000 2001 2002 2003 2004 2005 2006 2007 1999 2000 2001 2002 2003 2004 2005 2006 2007
Indigenous All Students Indigenous Students All Students
53 In 2007, the gaps in Year 3 and Year 5 reading, Figure 3.12: Percentage of students writing and numeracy were all slightly below meeting Year 3 numeracy the average gaps for the period 1999-2007. benchmark At the Year 7 level the gaps were either at,
100 or slightly above, the average gaps for the 95 period. The gaps between Indigenous and All 90 85 Students’ outcomes tend to increase according 80
75 to year level. 70 ercentage P 65 60 Comparing the 2007 national benchmark
55
50 results for Indigenous students against the 45 Indigenous medians for the period 1999-2007, 40 1999 2000 2001 2002 2003 2004 2005 2006 2007
Indigenous Students All Students they were:
• above the median in four of the nine results Figure 3.13: Percentage of students (Year 3 reading and writing and Year 5 meeting Year 5 numeracy reading and writing); benchmark • below the median in one area (Year 7
100 numeracy); and 95 90 • close to or equal to the median on four of 85
80 the nine results (Year 3 numeracy, Year 5 75 numeracy and Year 7 reading and writing). 70 ercentage P 65 60 Overall, with up to nine years of data available, 55 50 there is little evidence of any substantive change 45 40 or improvement in Indigenous results at the 1999 2000 2001 2002 2003 2004 2005 2006 2007 Indigenous Students All Students national level.
In terms of the performance of individual states Figure 3.14: Percentage of students and territories, New South Wales’ results were meeting Year 7 numeracy above its state median for the period 1999- benchmark 2007 in eight of nine cases, including best
100 results to date in Year 5 and Year 7 reading. It is 95
90 also above the Australian median in eight cases.
85
80
75 Tasmania and the Australian Capital Territory
70
ercentage were above the national median score on all P 65 60 nine domains in 2007 but at the same time, National Report to Parliament on Indigenous Education and Training, 2007 55 50 had their worst results to date in four and three 45
40 domains respectively. Victoria was above the 1999 2000 2001 2002 2003 2004 2005 2006 2007 Indigenous Students All Students national median in eight cases and had three of its best results to date but was below its own median in the other six cases. While the pattern of Indigenous achievement The Northern Territory (0/9 above the national generally mirrors that of All Students (that is, median score), Western Australia (2/9) and Indigenous and non-Indigenous combined), in South Australia (1/9) and had a negative every case there are large gaps between the influence on the national results. achievement of Indigenous and All Students. Over the period 1999-2007 these gaps have remained relatively constant and there is little evidence of any closure. Table 3.9 shows the average gaps in outcomes for the period.
54 Table 3.9: Average gaps and range (a) between Indigenous and All Students outcomes in reading, writing and numeracy, by year level; Australia, 1999-2007
Year 3 Year 5 Year 7 (1999-2007) (1999-2007) (2001-2007) Reading 14.5 (8.2) 22.8 (7.6) 24.5 (8.3) Writing 19.2 (9.0) 16.1 (6.5) 18.1 (5.1) Numeracy(b) 15.1 (5.3) 24.3 (5.0) 32.4 (4.0) Source: MCEETYA – National Report on Schooling in Australia, 2007 (a) Gaps are expressed as percentage points. The range (shown in brackets) is the difference between the greatest and least annual gaps for the period. (b) Year 3 and Year 5 numeracy reporting commenced in 2000.
The Trends in International points below the average score of non- Mathematics and Science Study (2007) Indigenous students (522). Indigenous students also scored significantly below the TIMSS scale The Trends in International Mathematics and average of 500 (by 69 points). Science Study (TIMSS) is an international student assessment of Year 4 and Year 8 students At Year 8, Indigenous students achieved an in mathematics and science that has been average score of 431 which was 70 score points conducted on a four year cycle since 1995. below the average of non-Indigenous students It is a curriculum-based assessment which is (501), and significantly below the TIMSS scale designed to assess how well students have average of 500 (by 69 score points). mastered the factual and procedural knowledge taught in school mathematics and science While there have been no significant changes in curricula. the maths performance of Indigenous students across cycles, the gap between Indigenous and The 2007 study assessed students in 49 non-Indigenous students has widened since countries at the Year 8 level and in 36 countries TIMSS 2002/03 at Year 4 (from 76 points to at the Year 4 level. Australian Indigenous 91 points). The difference between Indigenous students were over-sampled to increase the and non-Indigenous performance at Year 8 has reliability of results and around 460 Indigenous remained the same (at around 70 points). students took part. Indigenous results in Science TIMSS 2007 — Australian results In Year 4 science, Indigenous students achieved In general, Australian students performed well an average score of 441 which was 92 score with average scores above the TIMSS scale, points less than the average score of non- National Report to Parliament on Indigenous Education and Training, 2007 average in both maths and science at Year 4 Indigenous students (533). Indigenous students and in science at Year 8. In Year 8 mathematics also scored significantly below the TIMSS scale however, Australian students only achieved at average of 500, by 59 points. the TIMSS scale average. At Year 8, Indigenous students achieved an Overall, Indigenous students did not perform average score of 447 which was 72 score points as well as their non-Indigenous counterparts at less than the average score of non-Indigenous either year level. students (519) and significantly below the TIMSS scale average of 500. Indigenous results in Mathematics When compared with performance in TIMSS Indigenous students performed significantly 2002/03 the gap between Indigenous and non- below non-Indigenous students in mathematics Indigenous students has widened at Year 4 (from at both Year 4 and Year 8 (see Table 3.10). 76 score points to 92 points), and remained At Year 4, Indigenous students achieved an similar at Year 8 (at 72 score points). average score of 431, which was 91 score
55 Table 3.10: Mean Scores in Mathematics and Science at Year 4 and Year 8, TIMSS 2007
Mathematics Science Year 4 Year 8 Year 4 Year 8 Australia 516 496 527 515 Indigenous 431 431 441 447 Non-Indigenous 522 501 533 519 Difference -91 -70 -92 -72 TIMSS scale average 500 500 500 500 Highest country score 607 (Hong Kong SAR) 598 (Chinese Taipei) 587 (Singapore) 567 (Singapore) Lowest country score 224 (Yemen) 307 (Qatar) 197 (Yemen) 303 (Ghana) Source: TIMSS 2007: Taking a closer look at mathematics and science in Australia; Australian Council for Educational Research
3.3.2 Proficiency levels Science Achievement
In addition to reporting mean scores, TIMSS also • In Year 4 science, 33% of Indigenous reports results on the basis of the proportions of students did not achieve the Low benchmark students achieving a number of ‘international compared to 5% of non-Indigenous students. benchmarks’ (levels of achievement). The Only 13% of Indigenous students achieved at benchmarks, from highest to lowest, are referred or above the High benchmark, compared to to as Advanced, High, Intermediate and Low. 43% of non-Indigenous students. In TIMSS 2007, Indigenous students were • Nearly one in three (31%) Year 8 substantially over-represented at the Low Indigenous students did not achieve the benchmark and substantially under-represented Low benchmark in science compared to at the High and Advanced benchmarks. 7% of non-Indigenous students. Some 14% of Indigenous students achieved the High Mathematics Achievement benchmark, compared to 35% of non- Indigenous students. • Almost two-thirds of Indigenous Year 4 students were at the lower levels of the Trends in Indigenous results benchmarks in mathematics, with 27% The relative performance of Year 4 Indigenous reaching the Low international benchmark students (to non-Indigenous students) has and 38% not able to achieve the Low declined in 2007, compared to that found in benchmark. Only 12% achieved the High
National Report to Parliament on Indigenous Education and Training, 2007 2003 and 1995. That is, an increase in the benchmark, while 2% achieved the Advanced average mathematics score of non-Indigenous benchmark. students and a decline in the average score of • In Year 8 mathematics, 37% of Indigenous Indigenous students has lead to a gap of more students failed to achieve the Low than 90 score points in 2007, compared to benchmark compared to 10% of non- between 60 and 70 score points in 2003 and Indigenous students. Some 8% of Indigenous 1995. A similar trend is evident for science. students achieved at least the High benchmark, compared to 25% of non- By contrast, the score differences for Year 8, in Indigenous students. both mathematics and science, have remained fairly consistent from 1995 and 2003 to 2007, at between 70 and 80 score points.
The full report of TIMSS 2007 can be found at the Australian Council for Educational Research website: http://www.acer.edu.au/timss/index. html
56 3.3.3 English as a Second Language About 85% of the children in the program attend for Indigenous Language government schools in just three jurisdictions - Speaking Students Queensland (36%), the Northern Territory (30%) The English as a Second Language for and Western Australia (19%). Indigenous Language Speaking Students The number of children participating in the (ESL-ILSS) program was introduced in 1998 program has grown at a rapid rate since 2004 with the aim of facilitating ‘the entry of eligible as can be seen in Table 3.11. Since 2001 Indigenous students into education by providing participation has increased by 51% and 2,376 intensive English language tuition to each Indigenous children were involved in 2007. eligible student’. The program targets children who live in communities where Aboriginal and/ The proportion of children who were assessed or Torres Strait Islander languages are spoken for their language skills at the completion of the and is delivered to children in their first year of ESL-ILSS tuition – 83%, was about average for formal schooling. The broad aim is to move the the period shown in Table 3.11. children from pre-Level 1 Oral interaction to The proportion of children who achieved the ESL ESL Oral Level 1 in order for them to participate Scale Oral Level 1 - the key indicator of success, effectively in classrooms where English is the was 67.4%. This was a slight improvement predominant language of instruction. over the 2006 result but not one of the better In 2007, four government and three Catholic outcomes for the period 2001-2007. schooling systems, as well as two independent schools associations and one Indigenous controlled school, received ESL-ILSS funding.
Table 3.11: Numbers of students participating and being assessed in the ESL-ILSS Program and achieving ESL Oral Scale Level 1; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Number of students involved in ESL-ILSS 1,573 1,594 1,547 1,665 1,969 2,104 2,376 Number and percentage of students assessed 1,367 1,386 1,291 1,375 1,572 1,840 1,976 for English language skills at the completion (86.9%) (87.0%) (83.5%) (82.6%) (79.8%) (87.5%) (83.2%) of tuition Number and percentage of assessed students 934 1,028 946 1,076 1,087 1,188 1,332 who achieved ESL Scale Oral Level 1 (68.3%) (74.2%) (73.3%) (78.3%) (69.1%) (64.6%) (67.4%)
Source: DEEWR – ESL-ILSS performance reports; 2001-2007 National Report to Parliament on Indigenous Education and Training, 2007
57 Catholic Education Office of Western Australian Leederville, Western Australia
Striving for excellence in achieve educational outcomes equitable with Aboriginal Education all Australians. The team has a range of functions including: The Catholic education system in Western • supporting schools in developing Australia provides a dynamic, student centred relationships with Aboriginal communities approach to education for approximately and Aboriginal organisations; 67,000 young people in 158 schools and colleges across the state. With a focus on the • providing information regarding Australian development of the whole person (intellectual, Government programs; spiritual, social, physical and emotional), • assisting and supporting school staff; Catholic Education sets itself apart as the State’s • assisting Aboriginal students who are second largest education sector. boarding away from their homes in Catholic schools; The Catholic Education Office has an established an Aboriginal Education • supporting teachers in implementing kindergarten to year 12 team. The team Aboriginal Studies for all students in primary comprises of a Coordinator, Aboriginal and secondary schools; Studies Consultant, Aboriginal Education • recommending suitable resources, programs Community Consultant, Administrative and activities to assist the integration of Assistant and Regional Based Personnel. The Aboriginal Studies; roles include management of Aboriginal • support schools in celebrating national education programs, the provision of advice events such as NAIDOC Week, Sorry and assistance on matters relating to Aboriginal Day and Reconciliation Week, with ideas education, integration of Aboriginal studies and resources; across the curriculum and working with school • provide schools with contacts and funding communities, Aboriginal staff, parents and to enrich the curriculum, promoting cultural other external agencies to facilitate Aboriginal awareness and supporting Aboriginal community access to Catholic education. Studies through the Aboriginal Guest This team assists school communities Presenters Program; to strengthen their understanding and • delivering professional development knowledge of: for principals and teachers in Cultural Awareness and Aboriginal Education; • local Aboriginal community history, traditions,
National Report to Parliament on Indigenous Education and Training, 2007 • providing advice on meeting the classroom culture, spirituality and the contemporary needs of Aboriginal students; issues which impact upon society; • assisting schools to develop plans of action • cultural diversities that exist between that support and enhance the educational Aboriginal communities; and experience of students and their families; and • requirements of Aboriginal students and • developing Aboriginal Education Plans, their families. School Attendance Plans, Individual The Aboriginal Education K-12 team actively Education Plans and implementing involves the local communities in curriculum Aboriginal Studies. development, teaching Aboriginal Studies, The Catholic Education Office also implemented decision making through Catholic Education Parent School Partnership Initiatives (PSPI). Aboriginal Committees and cultural This particular initiative was based on early awareness. This enables Aboriginal students childhood engagement and operated in 13 to have equitable access and participation Catholic Schools within the Broome Diocese. in the Catholic schooling process and to
58 Parent School Partnership Initiatives are based Providing this program for Indigenous students on the belief that the active involvement of has helped them to be able to take advantage Indigenous parents and community members of preschool, which in turn has provided the in school activities is crucial to improving opportunity to develop the skills needed to Indigenous students’ educational outcomes. succeed in their future years of compulsory education. As early attendance at kindergarten The Early Childhood Engagement Initiative was and preschool are believed to give Indigenous based on a cohort of Indigenous students who, students a head start in schooling, our aim is for for the main part, did not attend kindergarten all Indigenous students of a suitable age to be or pre-primary. This initiative was supported by enrolled in non-compulsory schooling. the parents and caregivers within each school community and focused on children from 0 to The program gave students the enthusiasm 5 years. Throughout the year, consultants from to attend sessions, allowed them to grow in the Catholic Education Office in Broome, with confidence and encouraged them to become support from consultants from Edith Cowan independent learners. The attendance of University, delivered workshops in Broome to a children and parents at the workshops was very number of participants from each community. successful with numbers increasing each time a These workshops focused on the importance workshop was held. of early childhood education and how parents The Catholic Education is committed to striving could encourage growth within their children for excellence in Aboriginal Education within through oral language, hands-on activities, the Catholic education system. This is supported reading to their child, playing with them and by school communities building relationships guiding them through activities. within the Aboriginal community to develop an This initiative provided an opportunity for understanding and appreciation of Aboriginal parents of young children to come together and history, cultural traditions, values and the engage in a variety of activities. The parents and contexts in which Aboriginal people live. caregivers joined in the programs feeling that they were welcome and enjoyed the opportunity to interact with their children through play and hands-on activities. It was a social gathering that enabled parents to talk about their children and for educators to build a relationship with both
parents and their children. National Report to Parliament on Indigenous Education and Training, 2007
59 3.3.4 Senior secondary outcomes In the case of the four largest states, only A key indicator in the IEP performance Queensland improved on its 2006 result framework is the outcomes achieved by when its completion rate increased and the Indigenous Year 12 students and in the following gap decreased. This was largely as a result of sections the results for 2007 are discussed. an increase of almost 200 completers in the Queensland government system between 2006 and 2007. Year 12 Certificates in government and Catholic systems Despite an increase of almost 100 completers in Figure 3.15 shows Year 12 Certificate New South Wales the rate fell slightly to 60% as completers as a proportion of those who were did the rate in the Northern Territory (to 17%). In enrolled in Year 11 in the previous year, that Western Australia the rate has fallen from 35% is, at the time of the annual school census in in 2005 to 28% in 2006 to 21% in 2007. August. The outcomes for the government and At the national level, the proportion of Catholic systems in each state or territory have Indigenous students who achieved a Year 12 been aggregated. Certificate (as a proportion of students who In 2007 there were record numbers of Year were enrolled in Year 11 in the previous year), 12 completers in all states and territories other has decreased from 51.3% in 2001 to 44.3% in than Western Australia. 2007. At the same time the proportion of non- Indigenous students has increased from 80.3% As was the case in both 2005 and 2006, in 2001 to 85.6% in 2007 and during that Tasmania had the best results in 2007 both in period the gap between Indigenous and non- terms of the rate of attainment for Indigenous Indigenous outcomes has grown from 29 to 41 students (65%) and in the gap between percentage points. Indigenous and non-Indigenous outcomes (eight percentage points).
Figure 3.15: Indigenous students who achieved a Year 12 Certificate as a percentage of students who were enrolled (a) in Year 11 in the previous year, government and Catholic systems combined, by state/territory and Australia; 2004-2007
80
60 National Report to Parliament on Indigenous Education and Training, 2007
40 ercentage P
20
0 NSW Queensland WA NT Victoria SA Tasmania ACT Australia
2004 2005 2006 2007
Source: DEEWR – IEP performance reports; 2004-2007 (a) Enrolled in Year 11 at the time of the annual school census in August each year.
60 Figure 3.16: Percentage of Indigenous and non-Indigenous students who received a Year 12 Certificate as a proportion of students enrolled in Year 8 four years previously; Australia, 2002-2007
80
70
60
50
40 ercentage P 30
20
10
0 2001 2002 2003 2004 2005 2006 2007
Indigenous Non-Indigenous
Source: DEEWR- IEP performance reports and National Schools Statistics Collection; 2002-2007
Another way of looking at progress and the but under IEP reporting the focus is on three closure of gaps is to compare the outcomes broad areas: of Year 8 students when they reach Year 12 • the gaining of Year 12 Certificates indicating four years later. Figure 3.16 shows a relatively that a student has successfully completed stable set of outcomes for the period 2002- secondary education3; 2007 for both Indigenous and non-Indigenous • the extent to which Indigenous students students. In 2007, about 30% of the 2003 have been deemed eligible for entry into an Year 8 cohort of Indigenous students received Australian university4; and a Year 12 Certificate compared to 74% of • participation in VET in Schools5 which an the non-Indigenous cohort – a gap of almost increasing amount of Indigenous students 44 percentage points.
are taking up as a preferred pathway rather National Report to Parliament on Indigenous Education and Training, 2007 than the straight academic path. Year 12 credentials in government schools Figure 3.17 shows differences between The following sections provide an overview Indigenous and non-Indigenous students in of progress made by students in Years 11 government schools in the achievement of Year and 12 in the various state and territory 12 credentials in 2007. With some exceptions, government schooling systems in 2007. There is they are similar to the 2005 and 2006 results for considerable variation in the credentials offered both Indigenous and non-Indigenous students.
3 Each state/territory has different requirements for issuing Year 12 certificates and it is not valid to compare outcomes across states. Information on the senior secondary assessment and certification processes in each state/territory can be found on the Australasian Curriculum Assessment Certification Authorities (ACACA) website at http://www.acaca.org.au 4 Eligibility for admission to a public university in Australia on the basis of merit is determined in each state/territory through the use of a score – the Universities Admissions Index (UAI). Each state/territory uses a different method for determining the score based on their particular requirements. Information on the minimum requirements for a UAI or equivalent in each state/territory is also provided on the ACACA website. 5 VET in Schools outcomes are described in terms of the achievement of Certificates and Statements of Attainment which are recognised under the Australian Qualifications Framework (AQF). There are four levels of certificate that recognise increasing levels of skill. Statements of Attainment are certifications issued to a student for partial completion of a qualification. They can accumulate towards an AQF qualification
61 Figure 3.17: Educational outcomes of students attending government schools who completed Year 12 in 2007; Australia
Proportion of students who completed Year 12 and gained a UAI, TER or equivalent at or above the specified level.
Proportion of students who completed Year 12 and gained a UAI, TER or equivalent below the specified level.
Proportion of students who completed Year 12 and gained a VET Certificate.
Proportion of students who completed Year 12 and gained a VET statement of attainment.
Proportion of students who completed Year 12 but gained none of the above.
0 10 20 30 40 50 60
Indigenous Non-Indigenous
Source: DEEWR — IEP performance reports; 2007
In 2007, more than one third of Indigenous Senior secondary outcomes in students (35%) undertook a Year 11/12 course government schools aimed at gaining university entrance, compared In 2007, 79% of Indigenous senior secondary to 76% of non-Indigenous students. Of these students attended government schools and in students, 12% attained a UAI score that would the following sections, results from the eight gain them university entrance compared to 46% state/territory government education systems of non-Indigenous students. The Indigenous for 2007 are discussed. The commentary and results are similar to 2005 but slightly better analysis are based on information provided than 2006 while the non-Indigenous results through IEP performance reports during the have declined over the period. period 2001-2007. Note that in these analyses Indigenous students continued to participate the rates show Year 12 Certificate completers as National Report to Parliament on Indigenous Education and Training, 2007 strongly in VET in Schools activities in 2007. a proportion of those who were enrolled in Year More than 36% of Indigenous students gained 11 at the time of the School Census in 2006, as a VET Certificate (up from 30% in 2006) described in Figure 3.15. compared to 27% of non-Indigenous students. Additionally, more than half of Indigenous Australian Capital Territory students (56%) gained a VET Statement government schools of Attainment compared to 31% of non- The Australian Capital Territory government Indigenous students. school system has small numbers of Indigenous students at the senior secondary level which Another positive outcome was the proportion presents statistical limitations when reporting of Indigenous students who left school without Indigenous attainment outcomes. Consequently achieving any qualifications reduced from 23% numbers only are reported here rather than in 2006 to 20% in 2007. numbers and percentages.
In 2007, 34 Indigenous students (61% of the 2006 Year 11 cohort) met the requirements for a
62 Year 12 Certificate, which reverses a downward a VET Statement of Attainment in 2007 shows movement that had been evident over the that many students use VET towards their previous few years. Five of this group attained NTCE qualification. a UAI at or above the local university entry requirement (compared to two and none in the Queensland government schools preceding two years) while a further five students The following information relates to students had a UAI below that specified level (compared who were awarded a Queensland Senior to two and four in the previous two years), giving Certificate by the Queensland Studies Authority. the system its best result in recent years. In 2007 the number of Indigenous students in There were also improvements in the VET in Queensland government schools who gained a Schools area. Ten Indigenous students were Year 12 Certificate increased sharply to a record awarded a VET Certificate and a Year 12 966 students. Between 2006 and 2007 that Certificate (up from five in 2006) while a further number increased by 198 or 26%. seven students gained a VET Statement of At the same time, the rate of completion Attainment (down from 14 in 2006). increased. Using the measure of Year 12 There was a total of nine students who did not Certificate completers as a proportion of those gain qualifications which is an increase on the who were enrolled in Year 11 in the previous 2006 figure of six. year (as in Figure 3.15), the rate increased from 50% in 2006 to 54% in 2007.
Northern Territory government In 2007, about 23% of the Indigenous Year schools 12 completers undertook a university entrance The number of Indigenous students who course with 95 students (10%) achieving a completed a Northern Territory Certificate of TER score above the specified level while 130 Education (NTCE) in 2007 declined to 78 – students (13%) were below it. The equivalent down from 92 in 2006. As a percentage of non-Indigenous figures were 35% and 21% students who commenced Year 11 full-time in respectively, indicating a slight closing of the the previous year, the proportion fell from 17% gap between Indigenous and non-Indigenous in 2006 to 13% in 2007. The gap between the outcomes. percentage of non-Indigenous students and There was also a significant increase in the Indigenous students achieving the NTCE has number of VET qualifications gained by remained constant at 38% from 2006 (55%- Indigenous students. Of the Year 12 completers, 17%) to 2007 (51%-13%). 441 (46%) gained a VET certificate, which was The number of NTCE completers in remote up considerably on the results of 295 students schools decreased from 30 in 2006 to 15 (38%) in 2006 and 343 students (46%) in 2005. in 2007. In addition, 726 (75%) Indigenous students National Report to Parliament on Indigenous Education and Training, 2007 gained a VET statement of attainment – up from There was also a decline in the number of 576 in 2006. Indigenous NTCE completers who obtained a Tertiary Entrance Rank (TER) at the level required South Australian government schools for entrance to Charles Darwin University. Over the period 2005-2007 that number has varied In 2007, there were 107 Indigenous students from 14 (19%) in 2005 to 19 (21%) in 2006 to from South Australian government schools 10 (13%) in 2007. There was also a reduction in who gained a Year 12 Certificate, resulting in the number who obtained a TER below that level a completion rate of 30%. These were the best to 11 students. results to date on both measures. In 2005 the equivalent result was 63 students (22%) while in The number of Indigenous NTCE completers 2006 it was 83 students (27%). who gained a VET Statement of Attainment has continued to increase from 50 (72%) in 2005 to There was a slight decrease in the number of 68 (87%) in 2007. The high percentage (56%) of Indigenous students who attained a UAI at or non-Indigenous NTCE completers also obtaining above the system specified level. Nine students
63 (8%) gained an appropriate TER score while In 2007, 136 Indigenous Year 12 students from there were a further 23 students (21%) who were Tasmanian government schools were awarded below the specified level. The equivalent figures a TCE, which was equivalent to 64% of Year in 2005 were 12 students (19%) and 17 students 11 enrolments. This was a very similar result to (27%) while in 2006 they were 11 students those for 2005 and 2006. (13%) and 18 students (22%). In addition to Year 12 students, Tasmanian In 2007 there was considerable increase in schools also attract a significant number of Year the number of VET in Schools completions by 13 and mature aged Indigenous students – a Indigenous students. A total of 64 gained a total of 75 in 2007. Of the combined total of VET certificate as part of their senior secondary Year 12 and Year 13 students (211), 34 gained studies compared to 27 in 2006 and 21 in a UAI above the specified level – the best result 2005. Additionally, 84 Indigenous students to date. were awarded a VET Statement of Attainment, Tasmanian students in Years 11 or 12 may compared to 56 and 31 in the preceding undertake a VET program as part of their studies two years. and are able to complete TCE subjects as well The South Australian Department of Education as VET qualifications. VET studies may take and Childrens’ Services reports that its place at a college, district high school or a Skill Aboriginal Education and Employment Services Centre. In 2007, a best ever 61 students gained works closely with education, industry and a VET Certificate – up from 53 in 2006 and community, providing young Aboriginal people 48 in 2005 while 37 students received a VET with access to a range of mentors and school Statement of Attainment compared to 61 and 37 staff, and a range of services to develop a set in the previous two years. of tools to help them plan their pathways to achievement and to make a successful transition Victorian government schools from school. These tools include: There are two main senior secondary certificates • an Individual Learning Plan that connects offered to students in Victoria: students’ learning with their strengths to assist • the Victorian Certificate of Education (VCE) their own personal growth and for planning which provides pathways to further study at their futures; university, technical and further education • a Transition Portfolio that engages each and to the world of work (it is possible to young person in deliberate reflection about undertake a school-based apprenticeship or his or her school and community activities, traineeship within the VCE); and and includes a plan of action to achieve • the Victorian Certificate of Applied Learning desired goals and aspirations; and (VCAL), which is an accredited secondary National Report to Parliament on Indigenous Education and Training, 2007 • a Transition Plan that describes each certificate that is a ‘hands-on’ option for student’s pathway to further education, work students in Years 11 and 12. VCAL’s flexibility and training. enables students to undertake a study program that is tailored to their interests and Tasmanian government schools learning needs. All students in Tasmania who complete senior VET in Schools programs are undertaken by secondary schooling receive a Tasmanian students as part of their VCE or VCAL which Certificate of Education (TCE). Student provide credit towards a nationally recognised assessment is criterion based and measures VET qualification within the Australian student performance against specified standards Qualifications Framework. The number of within criteria. The criteria separate the Koorie students enrolled in vocational subjects knowledge, skills and competencies that students has increased markedly in comparison to non- must acquire to succeed in a given syllabus and Koorie students. the standards describe the graded outcomes attainable within each criterion.
64 The Managed Individual Pathways (MIPs) respectively while in 2006 they were 19 and initiative ensures that all students 15 years 9 students. and over in government schools, including A record 67 Indigenous students (18%) gained Koorie students, are provided with managed a VET in Schools certificate while overall, 170 individual pathway plans, with associated students (46%) gained one or more Units of support, to enable a successful transition Competency. The respective proportions of non- through the post compulsory years to continued Indigenous students were 11% and 25%. education, training or full-time employment. Additional support is provided to students at The Department’s Follow the Dream strategy risk of disengaging or not making a successful is for high-achieving Indigenous students as transition to further education, training or secure they commence their secondary education and employment. A Students at Risk Mapping Tool provides them with ongoing academic extension has been developed that allows schools to easily in a supportive environment, enabling them identify students who have characteristics that to aim for completion of Year 12 and to gain are known to increase the risk of early school entrance into tertiary studies. It is conducted leaving and to map and evaluate the success after school in learning centres with tutors, of interventions used. Risk Factors explored by mentors and a supportive learning environment the MIPs Mapping Tool include Koorie or Torres to assist the Indigenous students in all facets of Strait Islander background. their education. In 2007, the program operated in 24 learning centres and supported 527 The number of Indigenous students who attained students from 58 schools. a Year 12 Certificate in Victorian government schools in 2007 (129 students) was about the same as the 2005 result but better than 2006. New South Wales government schools Of these, 88 students (68%) gained a UAI above There are two types of senior secondary the specified level. This result was far in excess outcomes that can be achieved by students of the national average (12%) or of any other of in the New South Wales education system, the government systems. namely the Higher School Certificate (HSC) and the Higher School Certificate Record of In 2007, 45 Indigenous students gained a VET Achievement (ROA). To be eligible for the award Certificate – up from 31 and 36 in the previous of the Higher School Certificate, a student two years, while 22 students were awarded must have, among other things, satisfactorily a VCAL Certificate – down from 28 and 29 completed courses that comprise the pattern of students respectively. study required by the New South Wales Board of Studies for the award of the HSC and sat for Western Australian government and made a serious attempt at the required schools HSC examinations. National Report to Parliament on Indigenous Education and Training, 2007 In 2007, a total of 369 Indigenous students Students are eligible to receive an ROA if they completed Year 12 in Western Australian satisfactorily complete at least one preliminary government schools – down slightly from 375 or one HSC course. Until students have in 2006. Despite this decrease, the number satisfactorily completed 12 preliminary units and of Indigenous students who completed Year 10 HSC units, students are not eligible for the 12 in 2007 and gained a Year 12 Certificate award of a Higher School Certificate. increased to a best ever result of 206 – up from 178 in 2006. For 2007, the New South Wales Department of Education and Training reported that 736 A total of 20 Indigenous students (5% of all Year Indigenous students met the requirements for 12 completers) successfully achieved university a Year 12 Certificate – a substantial increase entrance by attaining a University Admissions of 90 students or 14% over the 2006 figure of Index (UAI) at or above the local university entry 646 students. Included in this number were 327 requirement while an additional 20 students students who gained a TER. attained a UAI below that level. The equivalent results in 2005 were 24 and 14 students
65 Of the group of students who gained a TER, 57 Attainment. In 2005, the respective figures were (8% of the Year 12 completers) achieved at or 205 and 293 students, while in 2006 they were above the State median UAI score of 67, while 233 and 294 students. a further 270 students (37%) achieved a score below this. The respective figures in 2005 were All government schools 52 (8%) and 275 (44%) while in 2006 they In Table 3.12 the results for the eight were 38 (6%) and 253 (39%), indicating an government systems have been aggregated to improvement in 2007. provide a national picture for the period 2005- As is the case in other states, Indigenous 2007. In the three key areas of the number students in New South Wales were more likely of Indigenous students who gain a Year 12 than non-Indigenous students to be undertaking Certificate, the number who gain a UAI or TER VET studies while at school. In 2007, a total of above a specified level and the number who 270 Indigenous students gained one or more complete a VET qualification, the 2007 figures VET certificates at the AQF Certificate 1 or above are the best to date. levels and 353 received a VET Statement of
Table 3.12: Educational outcomes of Indigenous Year 12 students attending government schools; Australia, 2005-2007
% increase 2005 2006 2007 2005-2007 Number of Indigenous students who met the requirements to 2,015 2,042 2,392 18.7% receive a Year 12 certificate Number of Indigenous Year 12 students who gained a UAI, TER or 264 250 318 20.5% equivalent at or above the specified level Number of Indigenous Year 12 students who gained a UAI, TER or 508 501 595 17.1% equivalent below the specified level Number of Indigenous students who completed 716 698 958 33.8% Year 12 and gained a VET Certificate
Source: DEEWR – IEP performance reports; 2005-2007
3.4 Indigenous influence, involvement and presence in schools National Report to Parliament on Indigenous Education and Training, 2007 The AEP attributes importance to increasing 3.4.1 Indigenous participation Indigenous involvement in the decision making in decision-making in processes that affect Indigenous students. It school education signals that Indigenous people need to be fully Two IEP performance indicators track Indigenous consulted and their opinions valued by decision participation in decision-making in school makers. Implied in the policy is the notion that education in the large systems. They monitor active, strong Indigenous participation can flow changes in processes that deal specifically with: from well-formed partnerships. • Indigenous issues; and The term presence includes the need for • issues that affect all students. non-Indigenous teachers who are trained to understand and appreciate the importance Systems are encouraged to report outcomes at of Indigenous perspectives in relating to their both the state and regional/district/diocesan Indigenous students. These factors, and others, levels in each of these cases. are integral to ensuring that Indigenous students have access to good quality teaching in any educational context.
66 Government and Catholic education and strategy directions, current student systems - groups dealing with issues programs, student outcomes and State and affecting Indigenous students Commonwealth funding allocations. In government systems the level of Indigenous Catholic systems show higher proportional representation in advisory, reference and representation on state level committees management committees that dealt specifically dealing specifically with Indigenous issues when with Indigenous issues at the state level compared to their government counterparts. In improved in 2007 when compared to 2006. IEP 2007, 75% of state level committee members reports indicate that 56% of committee members were Indigenous – similar to the 2006 results. At at the state level were Indigenous compared to the diocesan level, the comparable figure was 52% in 2006. At the regional or district level 71% compared to 53% in 2006. 52% of committee members were Indigenous compared to 50% in 2006. Government and Catholic education There were a number of positive initiatives systems — groups dealing with issues undertaken in 2007 that were reported by affecting all students government schooling systems including: Government and Catholic education systems also report on the involvement of Indigenous • Education Queensland established the people in committees which make education Linking Families and School project in 2007 decisions that relate to all students. The overall to promote and support positive relationships aim is that Indigenous representation on these between Indigenous communities, Indigenous bodies will be consistent with the proportion students and school staff. It provides of Indigenous students in the student body. In classroom teachers, Indigenous students 2007, Indigenous students made up 5.6% of and their parents/caregivers with quality enrolments in the government systems and 1.8% resources to improve educational outcomes of enrolments in the Catholic systems. for Indigenous students. The project will be trialled in 50 schools across the state in Indigenous representation in these bodies within 2008. Activities undertaken to date include a the government systems at the state level was 7% two day workshop for nominated facilitators, in 2007 while the respective figure for regional distribution of booklets to 50 trial schools, and district level committees dealing with issues initial engagement of Indigenous students, affecting all students was 12%. In the Catholic parents and teachers. systems Indigenous representation in state level • The Tasmanian Department of Education committees dealing with issues affecting all provides all staff with opportunities to students was 5% while at the diocesan level it undertake professional learning days was 12%.
to enhance their skill base. In addition, National Report to Parliament on Indigenous Education and Training, 2007 members on high-level advisory committees 3.4.2 Indigenous employment that deal specifically with Indigenous in schools issues have access to, and provision of Two important goals of the AEP relate to specialised advice, information and data Indigenous employment in education. Goal 2 regarding Indigenous education through the addresses the need to increase the number of Aboriginal Education Unit and Education Indigenous people employed as educational Performance Services. The Manager of the administrators, teachers, curriculum advisers, Aboriginal Education Unit is represented on teachers assistants, home-school liaison officers the MCEETYA Directions Implementation and other education workers, while Goal 4 Committee. This Committee meets four times is concerned with increasing the number of a year to progress the recommendations Indigenous people employed as administrators, of the Australian Directions in Indigenous teachers, researchers and student services Education Paper. All members of this officers in technical and further education committee are provided with up-to-date colleges and higher education institutions. information on Indigenous education policy
67 Table 3.13: Number, proportion and growth of Indigenous staff employed in government schools, by employment category; Australia, 2002-2007 2002 2003 2004 2005 2006 2007 Indigenous teaching staff 1,350 1,473 1,493 1,459 1,649 1,691 Indigenous Specialist Support staff 448 557 512 128 141 150 Indigenous Administrative and Clerical staff (a) 1,441 1,477 1,613 2,337(b) 2,605 2,786 Total Indigenous employees 3,239 3,507 3,618 3,924(b) 4,395 4,627
Indigenous teaching staff as a proportion of all teaching staff 0.8% 0.8% 0.8% 0.9% 1.0% 1.0% Indigenous Specialist Support staff as a proportion of all n/a n/a n/a 2.0% 2.3% 2.3% Specialist Support staff (c) Indigenous Administrative and Clerical staff as a proportion of all 4.6% 4.8% 5.0% 4.0% 4.1% 4.1% Administrative and Clerical staff Indigenous staff as a proportion of all staff 1.5% 1.5% 1.5% 1.7% 1.8% 1.9% Source: DEEWR – IEP performance reports; 2002-2007 (a) Includes Aboriginal and Torres Strait Islander Education Workers (AIEWs). (b) Previously published figures for 2005 have been revised to reflect updates in NSW. (c) Changes in the way staffing in this category was reported by two state departments in 2003 has resulted in it not being possible to provide a consistent picture of change over the period 2002-2004.
Employment in government systems • 50 (3.4%) Indigenous specialist support staff Table 3.13 shows movements in the categories compared to 41 (2.4%) in 2006; and of Indigenous employment in government • 292 (3.6%) Indigenous Administrative and schooling systems during the period 2002-2007. Clerical staff compared to 226 (3.1%) in 2006. Between 2006 and 2007 the total number of Indigenous employees working in government Employment in Catholic systems schools nationally increased by 232 or 5.3%. Table 3.14 shows that between 2005 and The greatest single influence on this outcome 2006 there was a sharp increase of 60 was an increase of 213 staff reported by employees or 11% in Catholic systemic schools Education Queensland of whom, 132 were in following a stable situation in the total number the Administrative and Clerical staff category. of Indigenous staff during the period 2002- While most of the government systems reported 2005. In 2007 that higher level of Indigenous slight increases in Indigenous staff numbers employment was maintained with a total of there was a significant fall of 108 employees in 613 employees. National Report to Parliament on Indigenous Education and Training, 2007 the Northern Territory, including a reduction of The main contributing factor to the overall 75 Indigenous teachers over 2006. increase was the employment of an additional As a proportion of all employees in government 25 staff in the Northern Territory Catholic system schooling systems the Indigenous rate reached (mainly Administrative and Clerical staff) while 1.9% in 2007 – up from 1.8% in 2006. the main negative influence was a loss of 31 staff in the West Australian system. Education providers also report employment statistics on staff who are not directly involved in The increase in the employment of Indigenous school based activities. In 2007 there were an teachers in Catholic systemic schools, noted additional 355 Indigenous employees (3.5% of previously in this series of reports, continued in non-school based employees) made up of the 2007 to 126 teachers. following groups:
• 13 (2.0%) Indigenous executive staff compared to 11 (1.8%) in 2006;
68 Table 3.14: Number, proportion and growth of Indigenous staff employed in Catholic systemic schools, by employment category; Australia, 2002-2007
2002 2003 2004 2005 2006 2007 Indigenous teaching staff 66 72 73 106 110 126 Indigenous Specialist Support staff 163 182 185 43 44 62 Indigenous Administrative and Clerical staff 306 298 304 399 454 425 Total Indigenous employees 535 552 562 548 608 613
Indigenous teaching staff as a proportion of all teaching staff 0.2% 0.2% 0.2% 0.2% 0.2% 0.3% Indigenous Specialist Support staff as a proportion of all 2.8% 3.2% 3.1% 0.9% 0.8% 1.2% Specialist Support staff Indigenous Administrative and Clerical staff as a proportion of all 3.3% 2.7% 2.6% 3.2% 3.5% 3.4% Administrative and Clerical staff Indigenous staff as a proportion of all staff 0.9% 0.9% 0.9% 0.9% 0.9% 0.9% Source: DEEWR – IEP performance reports; 2002-2007
Employment statistics on staff who are not Employment of AIEWs directly involved in school based activities in Between 2006 and 2007 there was a sharp the Catholic systems show a decline over recent fall in the number of AIEWs employed in years. In 2007 there were: government systems, as shown in Table 3.15. • 6 Indigenous executive staff (1.8% of the The main contributing factor was a fall of 114 total) compared to 6, 5, 2 and 2 in the positions in the New South Wales system – from previous four years; 530 in 2006 to 416 in 2007 • 42 (3.4%) Indigenous specialist support staff There was also a substantial decrease in the compared to 41, 45, 35 and 37; and Catholic systems where there was a decline of • 17 (1.8%) Indigenous Administrative and 56 positions between 2006 and 2007. Of these, Clerical staff – compared to 25, 19, 13 most occurred in the Western Australian system and 14. where numbers declined from 128 in 2006 to 85 in 2007.
Table 3.15: Number of Aboriginal and Islander Education Workers employed in government and Catholic systemic schools (a); Australia, 2002-2007
2002 2003 2004 2005 2006 2007 National Report to Parliament on Indigenous Education and Training, 2007 Government systems 1,441 1,435 1,459 1,570 1,745 1,649 Catholic systems 477 495 523 461 463 407 Total AIEWs 1,918 1,930 1,982 2,031 2,208 2,056 Source: DEEWR – IESIP/IEP performance reports; 2002-2007 (a) includes both school based and non-school based AIEWs
69 3.4.3 Professional development AIEWs undertaking professional IEP performance indicators in the area of development leading to formal professional development are targeted at both qualifications Indigenous and non-Indigenous staff. Those AIEWs provide an important and active indicators targeted at Indigenous staff focus on Indigenous presence in the classroom and improving the formal qualifications of AIEWs professional development leading to formal and ensuring equal access to professional qualifications for AIEWs represents an development for Indigenous staff members. advantage both for AIEWs and the students with The indicators regarding non-Indigenous whom they work. staff focus on increasing Indigenous cultural awareness and enhancing the effectiveness of Table 3.16 shows a slight increase in 2007 in educators in their professional relationships with the number of AIEWs employed in government Indigenous students. systems who were undertaking or who have completed further study towards a qualification. Between 2006 and 2007 the number increased marginally from 644 to 652 AIEWs with little variation between the four categories of qualifications.
Similarly, the changes in the Catholic sector were small but positive overall with an increase between 2006 and 2007 of 19 qualified employees.
Table 3.16: Number of AIEWs undertaking or having completed professional development leading to formal qualifications, by government/Catholic sector; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Government sector Degree 64 67 106 143 146 281 295 Diploma 49 75 93 80 165 66 77 Certificate 327 345 357 369 235 227 220 Other qualification 35 70 60
National Report to Parliament on Indigenous Education and Training, 2007 Total 440 487 556 592 581(a) 644(a) 652(a) Catholic sector Degree 68 85 80 82 114 111 99 Diploma 63 66 77 82 59 74 87 Certificate 77 103 95 83 92 108 134 Other qualification 34 38 30 Total 208 254 252 247 299 331 350 Combined total 648 741 808 839 880 975 1,002 Source: DEEWR – IESIP/IEP performance reports; 2001-2007 (a) does not include data on partially completed qualifications from the Queensland Department of Education, Training and the Arts and the South Australian Department of Education and Childrens’ Services.
70 Professional development work with in their classroom. Each class in opportunities for Indigenous and non- the school has one or two Indigenous AIEWs Indigenous staff who work with the teachers. These AEIWs are invaluable to teachers as they help them The IEP professional development indicators gain a better understanding of the children for the quadrennium are concerned with the and provide a personal link to the community. average number of hours of professional Teachers and AEIWs work closely together learning undertaken by Indigenous teachers and it is through this close relationship that and specialist support staff, the number of these teachers are often able to better understand staff who were involved in professional learning the community in which they live. AEIWs during the reporting year and a description are also able to translate for the students of the type of professional learning activities and for the teachers, thus providing better undertaken. Education providers are also asked communication within the classroom. AEIWs to provide information on the support structures are also often the first people who teachers that were in place to assist the professional get to know and they can provide lots of learning of Indigenous staff. cultural learning outside of school hours. Average hours undertaken varied considerably. At a local level, staff members are initiated In the government sector they ranged from 15 into the local community through a session to 59 hours per employee with a median of with the school committee members. The 23 hours while in the Catholic sector the span committee members are keen for the teachers was much greater ranging from 12 to 60 hours to have a good understanding of local history with a median of 38 hours. Many independent and the development of the community. schools, and especially Indigenous controlled Our school runs a language program that schools, reported much higher levels of support. focuses on the traditional languages of the An important activity undertaken by these area. This program is organised and taught Indigenous controlled schools, and especially by the Indigenous staff and by other local those in the remote areas of Australia, is community elders. Teaching staff participate the development of staff who may come in this program as learners and it gives them to the community with little experience or an insight into the culture of our students. understanding of traditional Aboriginal culture or of the community where they will be working. School 2 A number of schools provided powerful Staff attend two main professional learning examples of the interaction between the school programs, one in January for 3 days and and the community in the development and one in April for 4 days. New staff, and initiation of staff. Three Indigenous controlled especially non Indigenous staff, attend a schools and one independent college provide National Report to Parliament on Indigenous Education and Training, 2007 cultural awareness workshop in the January such examples: workshop. This is supplemented by cultural instruction both formal and informal from School 1 community members and general school As a remote community school, it is often members. New staff are given a skin name the case that teacher turnover is high and sometimes also given a bush name. and many teachers come to our school Children can then explain in detail how that with little or no experience in working person relates to the rest of the community. with Indigenous students and living within The school runs several programs relating to an Indigenous community. Living and language and culture that help to retain the working in a community such as ours can traditional culture for the students but these be, in equal measures, a challenging and are also valuable learning points for the staff. rewarding situation. Bush trips are very popular and also very A learning opportunity for the teachers at instructive. Apart from their great value in the school is related to the people who they keeping the traditional culture fresh for the
71 community members bush trips are an ideal Because all students at the College are way for new staff to begin to understand Indigenous, much of the regular on-going country and culture learning from experts. professional development activities relate particularly to Indigenous identity, and the School 3 particular learning and social needs of our students, as Aboriginal students. For example, The School has a good library which literacy scaffolding is presented in a way that contains many books on Indigenous culture, particularly focuses on the way Indigenous in particular the culture of the Walamajarri students learn and their world-view, and people. Teachers always refer to these texts approach to literacy. Similarly, behaviour for insight and understanding. The main management in-servicing focuses on the learning however is through living and way Indigenous students interact with one working with the Indigenous people on the another and relate to such things as rules and community. This is where the teachers are authority. given deep insight into the lifestyle of the Walmajarri people and language. Teachers 3.4.4 Culturally Inclusive Curricula often go on bush trips with the locals and gain great insight by watching and being a All education providers were asked to report part of the hunting, food gathering rituals on their achievements in implementing and that take place on the outings. During these maintaining a culturally inclusive curricula bush trips teachers are also given insight in 2007. Reporting is centred on four areas, into how the people lived on the land before namely: the arrival of `white man`. Most of the • Indigenous perspectives across the cultural, historical and language learning curriculum; takes place during the outings and through • Indigenous studies programs in the school living on the community. With this developing curriculum; understanding of the Walamajarri people, the teachers are better able to understand • involvement of Indigenous people in the the children they teach (all Indigenous) as development and delivery of Indigenous well as help them to preserve and understand studies programs; and their own culture. It is however understood • activities undertaken to promote, maintain that the Indigenous staff members are the and preserve Indigenous languages. ones who are better equipped to transfer Education providers reported progress in cultural, historical and language knowledge implementing strategies to ensure Indigenous to the children. perspectives were incorporated into school curriculum and programs not only in the
National Report to Parliament on Indigenous Education and Training, 2007 School 4 traditional areas of history and the social All new staff are required to undergo an sciences but are also integrated into initial introduction into cultural perspectives mathematics, science and environmental studies. relating to the students who come to the Schools and systems often identify and provide College, their world-view, families and the materials that support the incorporation of communities they come from. Several times Indigenous perspectives across curriculum areas. a year all staff receive in-service training A positive offshoot of culturally inclusive into some aspect of Indigenous culture. curricula reported by education providers is This is presented by a variety of people - that it encourages active engagement with local sometimes the College’s Indigenous staff, Indigenous communities. These communities sometimes school leaders with expertise provide instructors for Indigenous studies and experience in some of these areas, and and cultural awareness courses, advisors on sometimes consultants who specialise in Indigenous languages and role models for cross-cultural training. Indigenous students. Programs are planned, developed and delivered in collaboration with
72 local Indigenous communities. This enhances The teaching of Indigenous languages in the cultural relevance of school curricula for schools is valuable on many levels. Students are Indigenous students and encourages Indigenous immersed in Indigenous language and culture involvement in formal and informal education and it is often a way for Indigenous communities decision making. The following example comes to maintain and revitalise their language. from a school in New South Wales that has In Victoria, the state education department strived to maintain the language of the area introduced a program to achieve these ends: through its engagement with local elders: In Victoria, all senior secondary students are Our school studies a local Indigenous able to undertake the subject ‘Indigenous language — Thunghutti. We spoke to parents Languages of Victoria, Revival and and students to promote the learning of Reclamation’ as a VCE subject. Students Thunghutti because students were unsure are actively encouraged to participate in of their own cultural language - most only the process of revival and reclamation of a used isolated words -but not in sentences. Victorian Indigenous language of significance Two local elders whose parents taught them to themselves or to their local area. This Thunghutti, felt that they would like to teach will involve the identification of strategies the local people and school children. We for community consultation and for the asked the elders to be a part of our staff and participation of Koorie family groups in the teach K-8. ongoing reclamation process. It will also include the acquisition of knowledge and This was difficult at first, because neither skill in the location and the interpretation had a teaching qualification, however, with of historical records relating to the target support with funding, and the growth of a language, as well as the active use of the new interest in preserving local languages, target language in contemporary settings, and the birth of a new language centre, these within and beyond the classroom context. two Indigenous elders went to TAFE, and came back to us. This area of study provides students with the knowledge and skills to retrieve and reclaim The local TAFE college brought in linguists the target language using appropriate and other professional people who could strategies and tools. These include protocols put in place structures to not only promote for community consultation and accessing training, but teaching and preservation linguistic and cultural knowledge, including of Thunghutti - by writing books and vocabulary, grammar and symbolic development of teaching programs. A representations/interpretations, through a dictionary was written and became a part variety of means such as community contacts of our LOTE resources. Our school now and resources, artefacts, historical records, has program units to teach Thunghutti National Report to Parliament on Indigenous Education and Training, 2007 archival collections and electronic databases. through K-8. It also enables students to process, analyse This began eight years ago and we are and evaluate the source material gathered. further developing resources to continue The study of Indigenous languages in the teaching of our Indigenous language. Victorian schools is seen as part of a broader Our children are speaking in sentences activity undertaken particularly by Victoria’s and singing songs in Thunghutti. We Koorie communities to revive their heritage are encouraging our Indigenous teacher languages. For this reason, the student, assistants to also learn the language so under the teacher’s guidance, is expected to that they can continue to support the learn from community members and actively Indigenous language teacher, as well as contribute to the total body of knowledge become a language teacher too to preserve of the language targeted for study. The the teaching of and promote its use in intergenerational transfer of knowledge is their communities. seen as a key value underpinning the study of Indigenous languages in Victorian schools. Equally important is the process of Koorie students reclaiming their cultural heritage. 73 3.5 Conclusions
Participation by Indigenous school students Overall, in the Trends in International continues to increase at both the primary and Mathematics and Science Study (TIMSS 2007) secondary levels. In 2007, Indigenous students Indigenous students performed at considerably were 4.3% of all Australian school students lower levels than non-Indigenous students. indicating an important overall growth since The relative performance of Year 4 Indigenous the beginning of the previous quadrennium students (to non-Indigenous students) declined when they represented 3.5% of all students. when compared to earlier studies in the series In Queensland, all government schools however at the Year 8 level the score differences offered Preparatory Year services for the first in both mathematics and science, remained time in 2007 and all eligible students have fairly consistent from 1995 and 2003 to 2007. access to them, resulting in a sharp increase There were record numbers of Year 12 in enrolments. completers in all states and territories other While there are more Indigenous students than Western Australia in 2007 however the participating in schooling there has been proportion of Indigenous students who are little improvement in overall attendance achieving a Year 12 Certificate is declining rates. Significant gaps remain in the rates of and the gap between Indigenous and non- Indigenous and non-Indigenous students at the Indigenous outcomes is growing. In 2007 primary school level and even greater gaps at about 78% of the 2003 Year 8 cohort of the secondary level. non-Indigenous students received a Year 12 Certificate compared to 30% of the Indigenous In general, the 2007 national literacy and cohort – a gap of almost 48 percentage points. numeracy benchmark test results for both Indigenous and non-Indigenous students were Indigenous students continued to participate similar to those of recent years with Indigenous strongly in VET in Schools activities in 2007 with results in reading, writing and numeracy being increased numbers gaining a VET Certificate or well below non-Indigenous results. The gaps a VET Statement of Attainment. between Indigenous and All Students outcomes Between 2006 and 2007 the total number of ranged from 13 percentage points in Year Indigenous employees working in government 3 reading to 34 percentage points in Year 7 schools increased by more than five per cent. numeracy. Indigenous students living in the Most of the government systems reported slight remote and very remote regions achieved the overall increases in Indigenous staff numbers benchmarks at significantly lower rates than however there was a there was a sharp fall in other students in all year levels in all subjects.
National Report to Parliament on Indigenous Education and Training, 2007 the number of AIEWs employed in government There has been gradual improvement on all four systems between 2006 and 2007. There was apparent retention rates so that in 2007, three also a substantial decrease in AIEW employment of the four were at their highest point to date. in the Catholic systems. The Year 11 rate has improved by more than 13 percentage points since 2001. The upward trends in both the Year 12 and Year 10-12 rates are similarly encouraging – in both cases the rates have increased while the gaps with non- Indigenous outcomes have decreased.
74 National Report to Parliament on Indigenous Education and Training, 2007
75 Aboriginal Centre for the Performing Arts Brisbane, Queensland
Nurturing our students’ potential to be Indigenous industry leaders of the future
The Aboriginal Centre for the Performing Arts (ACPA) is an inspirational centre of excellence and innovation in education for Australian Indigenous performing artists. Our mission is to provide a nurturing environment that celebrates artistic excellence in contemporary performing arts practice and training, and strengthens the ‘voice’ of the next generation of Indigenous performing artists and arts workers.
ACPA celebrated its tenth year of performing ACPA is both an educational institution and a arts training in 2007 and is based in Brisbane. production company. Our training programs However, our student intake is national, with ensure our graduates possess skills in acting, students coming from many different urban, dance, singing, and music, and are supported regional and remote communities. In each year, by arts administration, personal health and 50 students undertake Certificate III and IV, well being and business training. Students Diploma and Advanced Diploma courses, aged produce a minimum of six performances a year from 16 in the junior courses up to mature age and the graduate production of ‘Reflections’ students in the senior specialised courses. featured all original content, devised by students and was presented in a co-production with National Report to Parliament on Indigenous Education and Training, 2007 The Board of ACPA comprises of 50% the Queensland Performing Arts Centre. The Indigenous membership, with the longer term production was a sell out, receiving strong aim of having all Indigenous membership. All media and critical acclaim for the work of its students are Indigenous and in a niche industry, 31 strong cast. we strive to provide as many Indigenous trainers as possible. The Artistic Director is Leah Purcell Our educational philosophy is based who was born on the Murgon Mission in South on individualised personal professional East Queensland. She is now a nationally development aimed at nurturing each persons respected figure in the performing arts and potential to be an Indigenous industry leader won the accolade of Best Australian Female of the future. Our programs target disengaged Actor in the high profile Helpmann Awards. young people and encourage them to develop Leah’s role is to provide artistic and creative the personal confidence needed to excel in their inspirational leadership, produce and direct our own skill area. With over 92% retention rates for major productions and oversee artistic quality students over the past two years, ACPA’s entry and output. level student retention and completion rates are noteworthy.
76 ACPA pays particular attention to developing links with the performing arts industry in order to provide a wide range of opportunities for our students. Over the period 2005 to 2007, 28 students have graduated with two students achieving places in nationally recognised higher education institutions. Other students have gone on to further their careers internationally, have won national prizes such as the John Butler Trio career development fund and many others have undergone training opportunities ACPA has developed an excellence framework with companies in Australia including Bangarra to guide the development of its individualised Dance Theatre and Sydney Dance Company. personal development programs for students. ACPA continues to be a lead provider of This includes: excellence and innovation in the performing • a rigorous audition process with the staff and arts. Our plans for future growth include artistic director; the expansion of student enrolments to 78 • an assessment of each student’s innate ability students by 2010, expanding the reach of our and potential; educational services and production programs • the identification of each student’s strengths by the touring of innovative productions to
and weaknesses, leading to the development wider audiences, and beginning a program of National Report to Parliament on Indigenous Education and Training, 2007 of individualised support strategies; international collaborations by 2010. • the establishment of short and long term goals, leading to the development of an individual learning plan; • the establishment of performance and training benchmarks for trainers; • development of a motivating environment for students by inviting guest teachers from industry and implementing a rigorous and intensive rehearsal program; • the provision of extension classes to provide a fast track to obtaining industry ready skills; and • the development of industry partnerships.
77
Chapter 4 Vocational Education and Training
4.1 Overview
4.1.1 Key data on Indigenous Vocational Education and Training, 2007
Indigenous students Age distribution Government 47,520 17 and under 21.7% Community 3,992 18-20 14.9% Indigenous controlled 9,276 21-25 14.6% Other providers 10,114 26-30 10.5% Total 70,902 over 30 38.3%
Highest school level achieved Home location Year 9 or lower 32.4% major cities 23.6% Year 10 36.0% inner regional 16.8% Year 11 14.3% outer regional 27.1% Year 12 17.4% remote 11.7% very remote 20.8%
Gender Male 53.4% Female 46.6% • In 2007, Indigenous students were 4.3% of all VET students and 2.9% of all Australian Apprentices.
• In 2007, the Indigenous participation rate in VET was 13.2% compared to the overall national National Report to Parliament on Indigenous Education and Training, 2007 rate of 11.3%.
Providers with Indigenous Education Agreements for IEP funding Seven state/territory VET systems, 21 independent Indigenous controlled VET institutions, four ‘other non-systemic providers’ which include adult and community education providers and ‘mixed’ providers, three VET centres located in universities and two training services located in correctional centres.
Sources: DEEWR — IEP performance reports and NCVER National VET provider collection
79 4.1.2 Key movements in Indigenous • Indigenous apprentices also tend to be Vocational Education younger. In 2007, 40% of Commencing and Training in 2007 students were aged 18 or less compared to 34% of non-Indigenous students and Overall enrolments and participation overall, were 27% of All Indigenous • Indigenous students were 4.3% of all VET apprentices compared to 22% of non- students in 2007 – up from 4.0% in 2006 Indigenous apprentices. In the 18 or less and 3.3% in 2001. age group Indigenous students provided • There were 70,902 Indigenous VET students 4.5% of all commencements and 4.4% in 2007 – an increase of 4.5% over 2006 of completions– up from 4.3% and 4.0% levels. respectively in 2006. • The Indigenous VET participation rate • In 2007, 78% of Indigenous Australian was 13.2% (up from 13.0% in 2006) and Apprentices in-training were undertaking greater than the overall national VET AQF Certificate III or above courses, participation rate of 11.3%. continuing the positive trend since 2001 of 62%. • In 2007, 21.7% of Indigenous VET students were aged 17 or less, compared to 14.4% of non-Indigenous students. VET is an Overall educational outcomes attractive option for many school-aged • In 2007, the overall Indigenous module Indigenous students and offers an important or competency completion rate (MCR) was alternative pathway within school education. 71.8% - up by one percentage point on the • More than half (53.4%) of Indigenous 2006 result of 70.8%. The non-Indigenous VET students in 2007 were male (37,800 rate was 83.3% compared to 83.0% students), an increase of 1,700 students in 2006. over 2006. • The Indigenous Load Pass Rate (LPR) for • A high proportion of Indigenous students government funded Indigenous students are enrolled in Australian Qualifications has risen from 60.1% in 2000 to 67.4% in Framework (AQF) Certificate I and II level 2007. The gap between the Indigenous rate courses. The Indigenous rate (43.0%) was and the All Student rate (78.8%) was at its almost 19 percentage points higher than smallest in 2007 - 11.4 percentage points. the non-Indigenous rate (24.3%). • Indigenous LPRs were best for students • The gap between Indigenous and non- undertaking higher levels of study at the Indigenous enrolment rates in AQF AQF Certificate III and above levels, and for Certificate III and above courses stands at students in the oldest age group (40-64 years). National Report to Parliament on Indigenous Education and Training, 2007 20 percentage points (29% v 49%). • The national module/competency Australian Apprenticeships completion rate for literacy and numeracy enrolments in government systems of 66.9% in 2007 was similar to the non-Indigenous rate • Indigenous students were 3.8% of of 66.5%. Commencing Australian Apprentices and 2.9% of All Apprentices in-training in 2007. • The Student Outcomes Survey of VET Graduates shows that 71% of Indigenous • The total number of Indigenous graduates were employed following apprentices-in-training has increased by graduation, compared to 66% of 87% over the 2001-2007 period. At the Indigenous graduates in the 2006 survey. same time the Indigenous share of All At the same time the proportion who were apprentices-in-training has increased from unemployed decreased by four percentage 2.0% to 2.9%. points to 16% and there was also a slight reduction in the proportion who were not in the labour force.
80 • A very high proportion of Indigenous • In 2007, almost 20% of the Indigenous graduates (88%) indicated that they course completers were aged 18 or less ‘achieved their main reason for study’. compared to 12% of non-Indigenous Another encouraging result was the increase course completers. in the proportion of Indigenous students obtaining their first full time job – 18%, Indigenous employment which matches the non-Indigenous result. • Between 2006 and 2007 there was a slight Australian Apprenticeships outcomes overall decrease in Indigenous employment in the seven government systems. The • The number of course completions by main contributors to the fall in teaching Indigenous Australian Apprentices continues and other professional staff were the New to grow and in 2007, there were 3,765 South Wales system which reported a loss of course completions - an increase of 7% over 34 staff between 2006 and 2007 and the 2006 and 80% over 2001. West Australian system where there was a • Overall, Indigenous students achieved reduction of 15 staff. On the positive side 2.6% of all Australian Apprenticeships there was an increase of 20 staff in the completions in 2007, which closely matches Victorian system. their overall participation rate of 2.9%. • Between 2006 and 2007 the number of • Indigenous course completions at the Indigenous employees in non-systemic AQF Certificate III and above levels have institutions increased by 7%, from 524 to increased from 45.4% in 2001 to 67.8% 562 employees, largely brought about by in 2007. During that same period the an increase of more than 60 employees proportion of non-Indigenous completers in one of the largest institutions. This was has improved at a comparable rate from accompanied by an increase in the amount 66.4% to 85.3%. of FTE employment.
4.1.3 The provision of Vocational VET and along with the associated bilateral Education and Training for agreements, required the states and Indigenous Australians territories to: Vocational Education and Training (VET) is a • provide additional training places partnership between the Australian Government, in regional and remote locations for state and territory governments, industry and Indigenous Australians; service providers. All Australian governments • achieve an overall increase in participation have committed to working in partnership of Indigenous Australians at higher National Report to Parliament on Indigenous Education and Training, 2007 for the provision of VET through the 2005- qualification levels, specifically AQF 2008 Commonwealth State Agreement for Certificate III levels courses and above; Skilling Australia’s Workforce. This Agreement • establish a Joint Indigenous Funding Pool of established government funding and approximately $23 million over the 2006- accountability arrangements for the national 2008 period to maximise education and training system. training outcomes for Indigenous students (see Chapter 6 for more details); and The Ministerial Council for Vocational and Technical Education (MCVTE) was established • report on strategies and performance in 2005 to ensure continued alignment of a measures for each strategy in VET national system of standards, assessment and Plans, which detail the planning and accreditation with goals agreed in the new accountabilities of each state and territory Agreement. The Agreement aims at improving against targets, activity and funding the outcomes for Indigenous Australians in requirements of the Agreement.
81 The national policy guiding VET practice in 2007 4.1.4 Data sources was Shaping Our Future, Australia’s National The sources of data in this chapter are: Strategy for Vocational Education and Training, 2004-2010. One of its four key objectives • the National Centre for Vocational Education is that: Research (NCVER) National VET Provider Collection, which gives annual data on Indigenous Australians will have skills for providers of publicly-funded VET and viable jobs and their learning culture will their students; be shared. • the NCVER National Apprentice and Partners in a Learning Culture - the Way Forward, Trainee Collection, which provides similar the revised Blueprint for Indigenous Australians, data specific to those bound under a was the nationally agreed strategy for action to training contract; improve training opportunities and employment outcomes for Indigenous Australians in VET. It • the annual NCVER ‘Student Outcomes includes six priorities: Survey’, of students who completed either a qualification or a module (part of a course) • building the capacity of the VET sector in the reference year; and through Indigenous involvement; • creating more pathways for Indigenous • the annual IEP performance reports, which Australians from school to training and include data on Indigenous employment employment; and staff professional development, Indigenous involvement in decision-making • improving funding frameworks; and management, and the provision of • ensuring the development of culturally culturally inclusive programmes and courses appropriate products and delivery, links to in VET. The data are analysed and results employment; and reported by government systems or by • growing VET sector partnerships. non-systemic organisations which include government providers in universities, Indigenous controlled institutions and other independent institutions.
Progress in Indigenous VET in 2007
This section considers the extent to which gaps between the outcomes for Indigenous and non‑Indigenous Australians have closed in the VET sector and uses the AEP as the framework for discussion. National Report to Parliament on Indigenous Education and Training, 2007 4.2 Equality of access and equity of participation
4.2.1 Indigenous VET enrolments a significant upward trend since 2001 when Since the end of the previous funding the equivalent figure was 3.3%. Indigenous quadrennium in 2004 there have been participation across the states and territories substantial increases in the number of varied from a low of 1.1% in Victoria to a high Indigenous VET students and in 2007 that of 45.6% in the Northern Territory. Queensland movement continued. Table 4.1 shows that in (5.1%) and Western Australia (7.2%) were above 2007 there were 70, 902 Indigenous students the national average. By contrast, the ABS undertaking VET courses – a 22% increase Estimated Resident Population figures based over 2001. on the 2006 Census give the Indigenous share of population as 2.5% for Australia, 0.7% in As a proportion of all VET students, Indigenous Victoria, 3.5% in Queensland, 3.4% in Western students reached 4.3% in 2007, continuing Australia and 30.4% in the Northern Territory.
82 Table 4.1: Numbers of Indigenous students and the overall proportion of Indigenous students in VET; Australia, 2001-2007
2001 2002 2003(a) 2004 2005 2006 2007 Total Indigenous students (b) 58,046 59,882 58,233 57,754 62,894 67,841 70,902
Overall proportion of Indigenous students in VET(c) 3.3% 3.5% 3.4% 3.6% 3.8% 4.0% 4.3%
Source: NCVER National VET provider collection; 2001-2007 (a) NCVER reports a minor break in series between 2002 and 2003 resulting from the exclusion of a small number of ‘credit transfer only’ students. To maintain consistency with previous National Reports to Parliament, previously published figures for 2001 to 2003 are included here. (b) Previously published figures in this series of reports for the years 2002-2005 have been updated in line with NCVER revisions. (c) Included in these calculations is a substantial number of students (10.7% in 2007) who did not declare their Indigenous status — they are treated as non-Indigenous.
Another vehicle for measuring participation by substantial increases in New South Wales is the VET participation rate which matches and Western Australia. More than half of the enrolment data against ABS population increase occurred in New South Wales where an projections. The Indigenous participation rate additional 6,800 students were enrolled during is calculated as the number of Indigenous that period. VET students as a proportion of the estimated Between 2006 and 2007 there was an overall Indigenous population across Australia. In 2007, 4.5% increase in the number of Indigenous that rate was 13.2%, considerably higher than VET students. New South Wales experienced the national rate of 11.3% for all VET students. the largest single increase, growing by 1,689 Table 4.2 shows the continuous growth in students (or 7.5%) while the other significant the number of Indigenous students within the contributor to the growth was Queensland which states and territories since the beginning of increased by more than 900 students, or 6.6%. the previous funding quadrennium. Between On the other hand there was a significant fall 2001 and 2007 there was 22% growth in the in numbers in South Australia – down by 443 Indigenous numbers, largely brought about students (9.0%).
Table 4.2: Number and proportion of Indigenous VET students, by state and territory, and growth; 2001, 2006 and 2007
% growth % growth 2001 2006 2007 2001-2007 2006-2007
17,279 22,407 24,096 National Report to Parliament on Indigenous Education and Training, 2007 New South Wales 39.5 7.5 (29.8%) (33.0%) (34.0%) 4,403 4,616 5,030 Victoria 14.2 9.0 (7.6%) (6.8%) (7.1%) 13,397 13,833 14,749 Queensland 10.1 6.6 (23.1%) (20.4%) (20.8%) 4,269 4,912 4,469 South Australia 4.7 -9.0 (7.4%) (7.2%) (6.3%) 7,995 10,071 10,300 Western Australia 28.8 2.3 (13.8%) (14.8%) (14.5%) 1,284 1,267 1,456 Tasmania 13.4 14.9 (2.2%) (1.9%) (2.1%) 9,121 10,307 10,409 Northern Territory 14.1 1.0 (15.7%) (15.2%) (14.7%) 298 428 393 Australian Capital Territory 31.9 -8.2 (0.5%) (0.6%) (0.6%) 58,046 67,841 70,902 Australia 22.1 4.5 (100%) (100%) (100%) Source: NCVER National VET provider collection; 2001-2007
83 Adult Community Education (ACE) North Coast Incorporated North Coast, New South Wales
Providing quality training and education services to the North Coast
ACE North Coast is a not for profit, community general interest courses, from the artistic and based Adult Education provider and Registered creative to the practical and informative. ACE Training Organisation. It is the fifth largest North Coast has won State and National awards community college in New South Wales and has for its innovative and relevant programs with National Report to Parliament on Indigenous Education and Training, 2007 been operating for over 25 years. ACE North some of these programs being used as models Coast has been providing quality training and in other locations in the State. ACE North Coast education services on the North Coast of NSW believes that: for many years. Our community colleges are • learning is a lifelong process, important to located at Lismore, Tweed Heads, Casino and the successful participation in the social, Kyogle, and we also operate outreach programs cultural, civic and economic life of a in townships and Indigenous communities across democratic society; the region. • everyone, regardless of economic ACE North Coast offers pathways to circumstances, has the right to education employment through nationally recognised and learning as a means for effective qualifications and short courses in areas of high participation in society; and industry demand. We also offer customised • the capacity and opportunity to learn training options for individuals and businesses is integral to the achievement of self- alike, as well as a full range of leisure and realization.
84 Through our cultural art courses we have taken the textile work of the Cabbage Tree Island artists to Sydney for the inaugural Textile Exhibition at St.Vincents Hospital. The teenagers from Cabbage Tree Island display the work of their elders in a fashion show that has become a significant part of the openings at all the exhibitions of the work of these artists. The artists have established their work through an exhibition tour of the Bundjalung country culminating in an exhibition of paintings & textiles at Cape Byron Lighthouse. This has become an annual event, opened by the Mayor ACE North Coast currently employs eleven of Byron Bay and is given wide media coverage Indigenous people in a variety of roles. Our on local television and in newspapers. Indigenous Education Facilitator has been largely responsible for forging the close bonds ACE North Coast has a diverse student and staff with the surrounding Aboriginal communities body. This diversity of beliefs and customs adds over the last ten years. Through a consultation to the richness of our environment and ensures process with Aboriginal communities and a culturally inclusive learning environment for all organisations we have established the students. The college is committed to community relevant training needs within the local development, Indigenous employment, migrant Aboriginal communities. assistance and youth education and provides students with a safe and supportive learning Our Indigenous programs cover a range of skill environment. sets and qualifications designed to enhance employment prospects in a range of skill ACE North Coast is committed to making sure shortage areas. Our college has worked closely that Indigenous students can access the training with the communities delivering flexible learning information and support they need to be an in an atmosphere of cultural sensitivity. Many active member of the community, to get a job or of our educators are Indigenous with close to be employed throughout life. links to the communities we provide training in. Programs can be delivered in a classroom setting, in a real or simulated workplace National Report to Parliament on Indigenous Education and Training, 2007 environment, face-to-face, on-line, by distance education, flexible or blended delivery.
Our key programs for Indigenous students include the Indigenous Driver Education Program, the Indigenous Bus Driver upgrade program, the Certificate of General Education (adult literacy and numeracy) program and Certificate I to IV in Aboriginal & Torres Strait Islander Cultural Art. Our key Indigenous training centre is based in Casino, which has an open door policy for the many Aboriginal people who access the centre. The Casino centre delivers a wide range of qualifications as well as works with the communities directly.
85 In 2007, 21.7% of Indigenous VET students were Indigenous students in the state and aged 17 or less compared to 14.4% of non- territory government VET systems Indigenous students indicating the relevance of The number of Indigenous students attending VET to many young Indigenous people. In the government VET institutions continues to grow higher education sector only 4% of Indigenous and in 2007, they enrolled more than 47,500 students were in this age group. Indigenous students - an increase of 8% over Since 2001 the proportion of male Indigenous 2006 (see Appendix A4.1 and Figure 4.1). students has remained steady at around The overall proportion of Indigenous students 53% - slightly more than the non-Indigenous enrolled in government VET institutions reached proportion of 52%. In the higher education 67% in 2007 – up from 65% in 2006. sector only 34% of Indigenous students were male in 2007.
Figure 4.1: Number of Indigenous VET students, by provider type; Australia, 2001-2007
80,000
70,000
60,000
50,000
40,000
30,000 Number of Students
20,000
10,000
0 2001 2002 2003 2004 2005 2006 2007
Indigenous Controlled Government Other provider Total
Source: NCVER National VET provider collection; 2001-2007 National Report to Parliament on Indigenous Education and Training, 2007 Indigenous students in non-systemic In addition to these institutions, there were VET institutions seven others which provided training for Indigenous people but received Away-from-Base Non-systemic institutions in this report include: funding only. • independent Indigenous controlled VET institutions (21 institutions); Between 2006 and 2007 the overall proportion • ‘other non-systemic providers’ which include of Indigenous students attending non-systemic adult and community education providers institutions declined from 35% to 33%. There and ‘mixed’ providers (4); were decreases in the numbers of students attending Indigenous controlled institutions • VET centres located in universities (3) and; (down by 1%) and other non-systemic institutions • training services located in correctional (down by 12%). The number of Indigenous centres (2). students in Indigenous controlled institutions The majority of non-systemic VET providers decreased from 9,405 in 2006 to 9,276 receiving IEP SRA funding in 2007 were in 2007. Indigenous controlled organisations.
86 4.2.2 Equity of Participation
Level of study Indigenous students are much more likely to The IEP performance framework targets the undertake AQF Certificate I and II courses and achievement of qualifications at the AQF this pattern continued in 2007 with 43.0% of Certificate III and above levels, which are more Indigenous students enrolled in such courses likely to lead to better employment outcomes. compared to 24.3% of non-Indigenous students. Table 4.3 shows that over the period 2001- AQF Certificate I and II courses provide many 2007 there has been little overall change in the Indigenous students with a foundation that proportion of Indigenous students studying at facilitates progress to higher level courses and this level. The 2007 result of 29.5% is typical for accommodate a high proportion of Indigenous the period while the gap between Indigenous students who left school at Year 9 or lower (28% and non-Indigenous outcomes of 20.3 in 2007) and a further 32% who left at Year 10 percentage points indicates little improvement. (see Appendix A4.9).
Table 4.3: Percentage of Indigenous enrolments at the AQF Certificate III and above levels and the percentage point gap (a) between Indigenous and non- Indigenous enrolments; by state/territory; 2001-2007
2001 2002 2003 2004 2005 2006 2007 (%) (%) (%) (%) (%) (%) (%) 26.0 25.9 25.5 27.6 27.6 26.9 26.5 New South Wales (8.4) (13.2) (13.8) (15.7) (20.3) (16.7) (16.4) 43.0 46.8 41.8 40.0 40.5 33.6 37.8 Victoria (10.3) (4.4) (10.4) (12.4) (12.8) (18.2) (13.3) 32.4 40.3 39.1 39.5 38.8 37.8 39.9 Queensland (7.6) (8.9) (9.3) (11.6) (13.3) (16.0) (17.8) 26.2 29.8 31.7 22.4 20.8 18.6 20.1 South Australia (15.4) (16.7) (15.0) (21.6) (21.7) (19.3) (19.2) 24.9 24.8 23.4 23.6 23.0 22.6 21.5 Western Australia (35.3) (35.6) (37.3) (37.4) (36.3) (33.6) (35.5) 39.4 47.8 40.4 42.1 46.3 44.3 43.4 Tasmania (14.0) (10.2) (15.0) (10.5) (7.3) (11.6) (10.8) 21.6 20.5 22.3 27.7 24.2 25.4 23.6 Northern Territory (34.3) (36.0) (34.1) (23.2) (26.6) (27.4) (32.2) 49.4 48.5 47.2 62.1 63.2 40.1 43.5 Australian Capital Territory (9.9) (16.3) (17.2) (3.4) (0.4) (21.4) (18.0) 28.8 31.1 30.3 30.9 30.0 28.9 29.5 Australia (14.8) (16.4) (17.5) (18.9) (21.4) (20.6) (20.3) National Report to Parliament on Indigenous Education and Training, 2007 Source: NCVER National VET provider collection; 2001-2007 (a) In this table all the gaps are positive integers.
Since 2001 the overall proportion of Indigenous decrease of about ten percentage points from students undertaking courses that will lead to 48% to 38%. an AQF qualification has declined from 78.8% The average number of curriculum hours to 72.5% in 2007. The non-Indigenous rate in for Indigenous students has gradually but 2007 was 74.1% (see Appendix A4.4). consistently decreased in recent years while the average hours for non-Indigenous students has Curriculum hours consistently increased. In 2003 the two rates Table 4.4 shows that since 2001 the proportion were at par (at 233 hours) but since then the of curriculum hours undertaken at AQF average for Indigenous students has declined Certificate III and above courses has increased to 208 hours while the non-Indigenous average from 39.1% to 46.1% while at the AQF has increased to 245 hours (see Appendix A4.7). Certificate I and II levels there has been a
87 Table 4.4: Proportions of Indigenous students enrolled in AQF courses and the proportion of curriculum hours undertaken by Indigenous students, by level of study; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Courses (%) (%) (%) (%) (%) (%) (%) AQF Certificate III and above 28.8 31.1 30.3 30.9 30.0 28.7 29.5 (39.1) (41.8) (43.1) (43.7) (43.2) (45.4) (46.1) AQF Certificates I and II 50.0 46.0 45.9 46.1 47.8 43.4 43.0 (47.8) (42.8) (42.0) (41.3) (41.1) (37.4) (38.2) Other 21.2 22.9 23.8 23.0 22.3 27.9 27.5 (13.1) (15.4) (14.8) (15.0) (15.7) (17.2) (15.7)
Source: NCVER National VET provider collection; 2001-2007
Field of education • a total of 11,908 Indigenous apprentices-in- Appendix A4.6 indicates that over the period training (2.9% of All Australian Apprentices 2003-2007 there has been little variation in in-training). the fields of study undertaken by Indigenous Table 4.5 shows the rapid growth in the students. In 2007, 19% of Indigenous students numbers of Indigenous apprentices during the were enrolled in mixed-field programs which period 2001 to 2007. Since 2001 there has provide interpersonal and job search skills. been an increase of 79% in the overall number Indigenous students were also concentrated of Indigenous commencements while as a in Management and Commerce (16%), proportion of all Commencing students, the Engineering and Related Technologies (12%) Indigenous share increased from 2.6% to 3.8%. and Society and Culture (11%) programs. Similarly, the total number of Indigenous Indigenous students are more likely than non- apprentices-in-training has increased by Indigenous students to undertake courses in 87% over the 2001-2007 period while as a the areas of Health, Education, Agriculture, proportion of All apprentices-in-training, the Environmental and Related Studies and Indigenous share increased from 2.0% to 2.9%. Creative Arts. Among Commencing students, about 56% of 4.2.3 Participation in Australian Indigenous Australian Apprentices were male Apprenticeships compared to 59% of non-Indigenous Australian Apprentices. National Report to Parliament on Indigenous Education and Training, 2007 In 2006, the scheme formerly known as New Apprenticeships was re-named Australian Indigenous apprentices also tend to be younger Apprenticeships. The Australian Government than their non-Indigenous counterparts and the provides incentives and personal benefits 19 and under age group is especially significant. programs to encourage participation in this In 2007, this group accounted for 46% of scheme. Involvement by Indigenous people in Indigenous Commencing apprentices (compared Australian Apprenticeships is an ongoing success to 41% of non-Indigenous apprentices) and 37% in the field of education and training. of All Indigenous apprentices-in-training (32% for non-Indigenous apprentices). The strong growth in Indigenous participation in Australian Apprenticeships noted in previous In 2007, among those aged 19 years and reports in this series continued in 2007 younger, Indigenous persons represented 4.3% resulting in: of all Commencing apprentices, 3.3% of All apprentices in-training, and provided 3.7% of all • 10,554 Commencing Indigenous apprentices apprenticeship completions. (3.8% of all Australian Apprenticeships commencements); and
88 Table 4.5: Number and proportion of Commencing Indigenous Australian Apprentices and All Indigenous Australian Apprentices-in-training; Australia, 2001-2007(a)
Commencing Indigenous % of all Commencing All Indigenous % of All Australian apprentices apprentices Apprenticesin-training (b) Apprentices-in-training 2001 5,912 2.6% 6,335 2.0% 2002 6,331 2.4% 6,976 1.9% 2003 8,067 2.9% 8,609 2.2% 2004 8,577 3.3% 9,352 2.4% 2005 8,903 3.4% 9,798 2.5% 2006 9,580 3.6% 10,665 2.7% 2007 10,554 3.8% 11,908 2.9% Source: NCVER National Apprentice and Trainee Collection no.55, 2001-2007 (a) March 2008 estimates (released June 2008). (b) as at 31 December in each of the years.
Australian Apprenticeships levels Indigenous male students are more likely to of study be enrolled in the higher level apprenticeship courses than Indigenous females. In 2007, Table 4.6 shows continuous and sustained 79.5% of male apprentices were undertaking improvement in the proportion of Indigenous apprentices undertaking higher qualifications. AQF Certificate III or higher qualifications In 2007, 78.2% of Indigenous apprentices compared to 71.2% of Indigenous female in-training were undertaking AQF Certificate apprentices. Table 4.7 shows that since 2001 III or above courses – up from 61.6% in 2001. there has been a gradual but continuous The gap between the Indigenous and non- increase of around 14-15 percentage points by Indigenous rates continues to reduce and in both groups in higher levels of study. 2007 it was 13 percentage points compared to 21 percentage points in 2001.
Table 4.6: Proportions of Indigenous Australian Apprentices-in-training, by course level; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Level of study (%) (%) (%) (%) (%) (%) (%) AQF Certificate IV and higher 3.8 4.4 5.4 5.7 6.5 7.9 8.3 National Report to Parliament on Indigenous Education and Training, 2007 AQF Certificate III 57.7 59.1 60.4 64.4 67.9 69.2 69.9 Total — AQF Certificate III and above 61.6 63.5 65.8 70.1 74.4 77.1 78.2 AQF Certificates I and II 38.4 36.5 34.2 29.9 25.6 22.9 21.7 Source: NCVER National Apprentice and Trainee Collection no.55, 2001-2007 (a) March 2008 estimates (released June 2008). (b) as at 31 December in each of the years.
Table 4.7: Proportions of Indigenous Australian Apprentices-in-training at the AQF Certificate III and above levels, by sex; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 (%) (%) (%) (%) (%) (%) (%) Indigenous male students 64.2 67.2 68.5 72.9 77.0 80.1 80.8 Indigenous female students 56.9 56.8 61.2 65.3 70.2 71.8 73.7 Source: NCVER National Apprentice and Trainee Collection no.55, 2001-2007 (a) March 2008 estimates (released June 2008). (b) as at 31 December in each of the years.
89 4.3 Equitable and appropriate educational outcomes
4.3.1 Literacy and numeracy outcomes for literacy and numeracy are With the introduction of National Training reflected in the overall results, particularly the Packages there was a shift from teaching overall module/competency completion rates, literacy and numeracy as discrete subjects which are described later in this chapter. towards a more holistic approach. Skills and The overall outcomes for all government and knowledge became integrated and embedded non-systemic VET providers in the prescribed into course material for the particular module literacy/numeracy modules are shown in or competency. As a result of these changes, Figure 4.2 and Appendix A4.11.
Figure 4.2: Educational outcomes for Indigenous and non-Indigenous students undertaking basic literacy and numeracy modules/competencies, all education providers; Australia, 2001-2007
80
70
60
50
40 ercentage P 30
20
10
0 2001 2002 2003 2004 2005 2006 2007
Indigenous pass rate Non-Indigenous completion rate Indigenous withdrawal rate Indigenous completion rate Indigenous fail rate
Source: NCVER National VET provider collection; 2001-2007 National Report to Parliament on Indigenous Education and Training, 2007
Up until 2006 there had been steady progress in The improvements in the completion and pass the Indigenous completion rate but in 2007, that rates are largely a result of outcomes in the rate fell to 61.5% - down from 66.4% in 2006. government VET sector. Between 2001 and At the same time the pass rate for Indigenous 2006 there was an increase in completion rates students fell by about six percentage points of more than 20 percentage points for students from 62.2% to 56.4%. These changes were in government institutions, however for the first accompanied by increases in the withdrawal and time during that period there was a decline in fail rates. the rate in 2007.
By contrast, the non-Indigenous outcomes were The national module/competency completion very similar to those for 2006. rate for literacy and numeracy in government systems of 66.9% in 2007 was similar to the Table 4.8 shows the overall progress in non-Indigenous rate of 66.5%. literacy and numeracy between 2001 and 2007 according to the type of provider.
90 Table 4.8: Indigenous module/competency completion rates in literacy and numeracy, by provider type; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Provider type (%) (%) (%) (%) (%) (%) (%) Government providers 48.9 49.0 55.6 60.9 64.2 70.7 66.9 Community providers 76.5 76.3 74.0 55.3 50.6 61.1 45.5 Indigenous controlled 73.0 56.4 57.5 43.1 47.0 35.5 42.9 Other providers 66.7 72.8 35.2 35.5 37.2 63.1 38.2 All VET providers 54.4 51.0 54.7 56.7 59.2 66.4 61.5
Source: NCVER National VET provider collection; 2001-2007
In 2007, there were 29 IEP funded non-systemic in completing courses, is discussed in the VET providers. Most (19) were Indigenous following section. controlled organisations with approximately half Table 4.9 shows that in 2007, the overall located in the Northern Territory. The literacy/ Indigenous module or competency completion numeracy completion rate for Indigenous rate (MCR) was 71.8% - up by one percentage controlled organisations in 2007 was an point on the 2006 result of 70.8%. The non- improvement over the 2006 result but not as Indigenous rate was 83.3% compared to 83.0% good as results in previous years. in 2006.
4.3.2 Module/competency The Indigenous MCR was highest in the ‘Other completions providers’ category (84.5%) and lowest among There are two main measures of educational the Indigenous controlled institutions (67.4%). outcomes reported through the IEP. The first, The government sector rate of 70.5% was a success at the module or competency level, is slight decline on the 2006 result of 70.9%). discussed in this section. The second, success
Table 4.9 Indigenous and non-Indigenous module/competency completion rates and the percentage point gap between them; Australia, 2001-2007
Indigenous Non-Indigenous Percentage point completion rate completion rate gap between Indigenous and non- (%) (%) Indigenous results National Report to Parliament on Indigenous Education and Training, 2007 2001 65.7 78.1 12.4 2002 68.5 80.2 11.7 2003 68.8 81.7 12.9 2004 69.0 82.0 13.0 2005 71.0 82.9 11.9 2006 70.8 83.0 12.2 2007 71.8 83.3 11.5
Source: NCVER National VET provider collection; 2001-2007
91 Figure 4.3 (and Appendix A4.12) shows All Student rate (78.8%) reduced from 12.0 to the MCR trend and overall results between 11.4 percentage points. 2001 and 2007. The completion and pass Appendix A4.13 provides a breakdown of rates have stabilised in recent years, while the differences in LPRs according to the age further improvements are observed through of Indigenous students. It shows that in 2007 a decreasing fail rate. younger Indigenous students (15-19 years) had Table 4.9 shows there has been gradual the lowest pass rate (63.0%) followed by the 25- but continuous improvement in the module/ 39 age group (68.9%), then the 20-24 group competency completion rate since 2001, which (69.7%) while the oldest group of Indigenous has generally mirrored improvements in the students (40-64 years) had the highest rate non-Indigenous rate. There has been little (71.3%). variation in the gap between Indigenous and non-Indigenous rates which has remained at In 2007 the LPR for Indigenous students around 12 percentage points during this period. undertaking higher level courses decreased, while there was a slight increase for students undertaking lower level courses. Indigenous Load Pass Rates students studying at the various certificate levels A key measure of success used in the VET system had the following load pass rates in 2007: is the Load Pass Rate (LPR). Over an eight year • Diploma and Advanced Diploma (72.4% — period the Indigenous LPR for government up from 70.3% in 2006); funded Indigenous VET students has risen consistently from 60.1% in 2000 to 67.4% in • Certificates III and IV (71.7% — up from 2007. Between 2006 and 2007 the Indigenous 69.4%); and LPR improved by 0.8 percentage points and • Certificates I and II (61.3% — down slightly the gap between the Indigenous rate and the from 61.7%).
Figure 4.3: Educational outcomes for Indigenous and non-Indigenous students in all modules/competencies and the non-Indigenous completion rate; Australia, 2001-2007
90
80
70
National Report to Parliament on Indigenous Education and Training, 2007 60
50
ercentage 40 P
30
20
10
0 2001 2002 2003 2004 2005 2006 2007
Indigenous pass rate Non-Indigenous completion rate Indigenous withdrawal rate Indigenous completion rate Indigenous fail rate
Source: NCVER National VET provider collection; 2001-2007
92 4.3.3 Course completions In the target area of AQF Certificate III and The second main measure of success in the above qualifications, the outcomes for 2007 are IEP performance framework is the extent to better than those for the previous four years but which Indigenous students complete their not as good as 2001. courses. Table 4.10 provides a breakdown of qualification completions by Indigenous students for the period 2001-2007.
Table 4.10: Proportion of total qualifications completed by Indigenous students, by AQF level; Australia, 2001-2007 (a)
2001 2002 2003 2004 2005 2006 2007 AQF qualification level % % % % % % % Diploma and above 1.4 0.9 0.9 1.4 1.1 1.1 1.1 Certificate IV 1.7 1.5 1.4 1.8 1.9 2.0 2.0 Certificate III 2.4 2.8 2.1 1.9 2.1 2.2 2.3 Certificate II 3.6 3.6 3.6 3.5 3.6 3.5 3.7 Certificate I 6.1 4.2 5.5 6.1 6.6 8.0 7.6
Total AQF qualifications (b) 2.8 2.6 2.4 2.5 2.5 2.7 2.8
Source: NCVER VET Provider Collection (2007 and 2006 time series award cubes) (a) Some figures have been updated from ones published previously in this series of reports. (b) Includes some senior secondary courses but excludes VET in Schools activity.
4.3.4 Graduate outcomes when compared to previous surveys. Compared Each year NCVER conducts a Student Outcomes to the previous year’s survey the proportion Survey of a sample of VET graduates and in of Indigenous graduates who were employed Table 4.11 the outcomes from five surveys increased by five percentage points to 71% - are shown. the best result to date. At the same time the proportion of graduates who were unemployed In the 2007 survey of 2006 graduates there decreased by four percentage points to 16% were a number of positive changes in the and there was also a slight reduction in the outcomes reported by Indigenous graduates proportion who were not in the labour force. National Report to Parliament on Indigenous Education and Training, 2007 Table 4.11: Employment outcomes for TAFE graduates; 2003-2007 surveys (a)
Indigenous graduates Non-Indigenous graduates (%) (%) Employment outcomes 2002 2003 2004 2005 2006 2002 2003 2004 2005 2006 Employed 60 60 68 66 71 74 75 80 80 80
Unemployed 19 18 18 20 16 13 11 10 10 9 Not in the labour force 17 18 12 13 12 11 13 10 10 10 Not employed – no further information 5 4(b) 1(b) 1 1 2 0(b) 0(b) 0 0
Total 101(c) 100 99(c) 100 100 100 99(c) 100 100 100
Source: NCVER Student Outcomes Survey; 2003-2007 (a) The 2007 Survey sought information from 2006 VET graduates while the 2006 Survey was concerned with people who graduated from a course in 2005. (b) Estimate has a standard error greater than 25% and should be used with caution. (c) Does not equal 100% because of rounding errors.
93 Table 4.12 shows that Indigenous graduates to respond ‘yes’ to questions about achieving who responded to the 2007 Student Outcomes positive outcomes from their training experience. Survey were also slightly more likely than A very high proportion of Indigenous graduates non-Indigenous graduates to report positive (88%) indicated that they ‘achieved their main outcomes from the course they had undertaken. reason for study’. Another encouraging result On most measures covered by the 2006 survey, was the increase in the proportion of Indigenous Indigenous students were slightly more likely students obtaining their first full time job – 18%, which matches the non-Indigenous result.
Table 4.12: Percentage of Indigenous and non-Indigenous TAFE graduates who reported positive outcomes from their VET training; 2003-2007 surveys (a)
Indigenous (%) Non-Indigenous (%) Criterion Year of graduation Year of graduation 2002 2003 2004 2005 2006 2002 2003 2004 2005 2006 Achieved main reason for study 79 76 87 86 88 78 81 86 86 86 Achieved main reason for study where main 75 75 83 88 86 74 78 84 85 85 reason was vocational Received at least one job-related benefit from 72 69 83 76 73 67 70 77 74 71 training First full time job 27(b) 21 25 13 18 24(b) 25 22 17 18 Enrolled in further study after training 50 33 32 32 31 43 32 32 30 31 Source: NCVER Student Outcomes Surveys; 2003-2007 (a) The 2007 Survey sought information from 2006 VET graduates while the 2006 Survey was concerned with people who graduated from a course in 2005. (b) In 2003, this question was only asked of those who were employed.
4.3.5 Educational outcomes of Three quarters of Indigenous completions Indigenous Australian occurred in just three categories: Apprentices • Intermediate Clerical, Sales and Service Worker The number of course completions by occupations (39% of completions compared to Indigenous Australian Apprentices continues 30% of enrolments); to grow. In 2007, there were 3,765 course • Tradespersons and Related Worker occupations completions — an increase of 6% over (20% of completions compared to 38% of 2006 and 80% over 2001. At the same time enrolments); and Indigenous students achieved 2.6% of all National Report to Parliament on Indigenous Education and Training, 2007 • Labourers and Related Workers (16% of completions in 2007 which is broadly in line completions compared to 11% of enrolments). with the overall Indigenous participation rate in Australian Apprenticeships of 2.9%. Since 2001 the proportion of students completing Tradespersons and Related Worker courses has Table 4.13 shows a strong upward trend in the increased from 14% to 20% while the proportion proportion of Indigenous students completing completing Labourers and Related Worker courses higher level courses since 2001. In the IEP target has decreased from 19% to 16%. group of completions at the AQF Certificate III In 2007, almost 20% of the Indigenous course and higher levels, the proportion of Indigenous completers were aged 18 or less compared to completers has improved from 45.4% in 2001 12% of non-Indigenous course completer. to 67.8% in 2007. During that same period the proportion of non-Indigenous completers has In 2007, female Indigenous students achieved improved at a comparable rate from 66.4% almost half of course completions (48%) while to 85.3%. being only 38% of Indigenous apprentices-in- training. Many female students are concentrated in the Clerical, Sales and Service Worker occupational group which accounted for 39% of the completions. 94 Table 4.13: Australian Apprenticeship completions by Indigenous students, by level of qualification; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 AQF Advanced Diploma 0 0 0 0 0 0 0 AQF Diploma 0 (a) (a) 10 (a) (a) 4 AQF Certificate IV 50 80 110 160 180 201 252 AQF Certificate III 890 1,090 1,260 1,630 1,920 2,068 2,298 AQF Certificate II 1,130 1,330 1,360 1,280 1,250 1,145 1,108 AQF Certificate I (a) (a) 70 200 140 111 103 Totals (b) 2,070 2,500 2,800 3,280 3,490 3,525 3,765 Indigenous completions as a proportion of all 2.2% 2.2% 2.2% 2.4% 2.5% 2.5% 2.6% completions (c) % Indigenous completions at AQF Certificate III or 45.4% 46.5% 48.8% 54.8% 59.7% 64.3% 67.8% higher levels
Source: NCVER National VET provider collection; 2001-2007 (based on 31 December estimates released in June 2007) (a) Due to confidentiality reasons (a) represents figures 1 to 9 inclusive. (b) Figures may not sum due to rounding. (c) Includes completions by Indigenous and non-Indigenous students and a number of students who did not declare their Indigenous status (3.0% in 2006) - they are treated as non-Indigenous.
4.4 Indigenous influence, involvement and presence in VET
4.4.1 Indigenous involvement • boards of management at the institute level; in decision-making and The AEP has a specific focus on increasing • Indigenous advisory committees in the the involvement of Indigenous people in institutes. decision-making processes covering the planning, delivery and evaluation of services Involvement in decision-making for Indigenous students and the provision of processes in the state/territory VET independent advice to education providers. systems National Report to Parliament on Indigenous Education and Training, 2007 Similarly Partners in a Learning Culture In 2007, six of the seven major VET providers highlights the need to increase Indigenous reported Indigenous membership on their voices on key decision-making bodies and in state/territory boards of management – the key research roles, as well as incorporating same situation as in 2006. TAFE Tasmania, Indigenous advice and perspectives into all VET the only VET system without Indigenous sector business processes to meet Indigenous representation, indicated that Indigenous people Australian’s expectations. will be encouraged to apply for Board Member positions in the future and writes: There are three IEP performance indicators for major VET systems and two for the non-systemic The TAFE Tasmania Board is by Ministerial providers that focus on Indigenous involvement appointment through expressions of interest. in decision-making. They relate to Indigenous At this stage there have been no successful membership on: expressions of interest from Indigenous people to serve as a Board member. In 2007, • major decision-making bodies at the state/ Skills Tasmania, which is responsible for the territory level; administration of the Tasmanian VET system,
95 approached Aboriginal Training Programs Involvement of Indigenous people in - TAFE Tasmania - and indicated they were decision-making processes among keen to have a current or past Indigenous non-systemic VET providers VET student as an observer on the Skills In 2007, as in previous years, the outcomes Tasmanian Board to ensure they maintained for Indigenous involvement in decision-making an Indigenous focus in their deliberations. were very positive among the non-systemic VET Two people were nominated and one providers. Thirteen of the twenty Indigenous was chosen as the person to represent controlled institutions reported that they had the Tasmanian Aboriginal Community in 90% or greater Indigenous representation on this capacity. their Institute’s boards of management. In eleven Indigenous Advisory Committees are well institutions the boards were comprised entirely established within the state VET systems, of Indigenous people. None of the providers although New South Wales and Queensland were without Indigenous representation on did not have committees in all of their Institutes. their boards although among the larger, non- In 2007, there were 63 Institutes in government Indigenous controlled institutions, representation systems of which 49 (78%) had an Indigenous was at a lower level. advisory committee – a reduction on the 84% The roles of the boards of management reported in 2006. in non-systemic VET institutions are wide- In the West Australian system, the Department’s ranging and may include the determination Aboriginal Education and Training Directorate of policy and strategic directions; approval provides ongoing assistance to Aboriginal of the organisation’s strategic business plan; Education Employment and Training Committees decisions on annual budgets; development of (AEETCs) across TAFEWA colleges. The organisational policies and procedures; and Department writes that: oversight of the operations of the organisation. The following quote from a regional institution A good example of strategies that seem to in New South Wales illustrates the skills and be emerging as indicative of good practice background of its board members: for AEETCs include members being provided with relevant information on the college’s All current members are Aboriginal and training delivery parameters and priorities, work and reside in the local community. strategies and initiatives designed to improve Membership selection considers a balance Aboriginal student outcomes, as well as between experience, skills, willingness and performance data pertaining to Aboriginal gender to ensure a well-balanced and VET participation and updates on changes capable committee. There is a minimum of to VET policy and associated government meetings to be conducted quarterly as well as
National Report to Parliament on Indigenous Education and Training, 2007 programs available to support Aboriginal an AGM. The committee is currently a group students. Members also receive inductions of committed and highly-skilled participants. into the role and operations of the AEETC. The last 18 months has been very difficult The provision of such information enables for the College. The current board have members individually and collectively to managed to be considerate and strategic make informed decisions and establish future in their decisions and actions. Current strategic operational directions of AEETCs for membership skills and experience include: the benefit of Aboriginal people participating (all local Aboriginal community members) - in VET. A strong emerging trend relates to business experts - finance expert - Human composition of AEETC membership which is Resource Manager - AQTF auditor and becoming quite diverse, therefore strategies compliance manager - an employment expert adopted by colleges and the DET to give -Programs Manager for the local Aboriginal members the necessary skills is becoming Cultural Organisation. more complex and broad ranging.
96 4.4.2 Indigenous FTE rate increased by 11%. There were also employment in VET significant increases in both the number of Indigenous employment is identified as a ‘Other staff’ – up by 21 positions (5%) and the key priority in both the AEP and the revised FTE – an increase of 19%. Partners in a Learning Culture. Targets are The main contributors to the fall in teaching set under the IEP performance framework to and other professional staff were the New encourage providers to increase numbers of South Wales system which saw a loss of 34 Indigenous people employed in the areas of staff between 2006 and 2007 and the West ‘teaching and other professional staff’, (which Australian system where there was a reduction includes Aboriginal and Torres Strait Islander of 15 staff. On the positive side there was an Education Workers – AIEWs) and ‘other staff’. increase of 20 staff in the Victorian system. These targets seek to improve Indigenous employment rates so they are at a comparable The main contributors to the increase in ‘Other level to the proportion of Indigenous students staff’ were the Victorian and West Australian within an organisation. systems where numbers increased by 12 and 13 respectively.
Indigenous employment outcomes Overall, Indigenous employees made up in the state/territory VET systems in 1.5% of employees in the ‘Teaching and other 2007 professional staff’ category in 2007 and 2.5% of Between 2006 and 2007 there was a slight people employed in the ‘Other staff’ category. overall decrease in Indigenous employment in the seven government systems although the Table 4.14 shows movements in both the changes were not consistent. For example, the number and FTE of Indigenous employees over number of teaching and other professional the period 2001-2007. staff decreased by 30 positions or 6% but the
Table 4.14: Number and estimated(a) full time equivalent Indigenous employees in state and territory government VET systems, by employment category; Australia, 2001-2007
Employment category 2001 2002 2003 2004 2005 2006 2007 438 452 375 386 445 466 436 Teaching and other professional staff (271) (345) (314) (305) (296) (301) (333) 429 388 379 363 390 407 428 Other staff (b) (362) (327) (316) (308) (299) (320) (381) National Report to Parliament on Indigenous Education and Training, 2007 867 840 754 749 835 873 864 Totals (633) (672) (630) (613 (595) (621) (714)
Source: DEEWR – IEP performance reports; 2001-2007 (a) Not all VET government systems provided FTE numbers for 2003. In this table, estimates of the number of FTE positions for these missing cases have been made which are based on total staff figures in both of the categories. (b) Other staff’ are mainly administrative and clerical staff but also include teacher’s aides and assistants, laboratory assistants and other technical staff.
97 Indigenous employment outcomes for FTE employment. In the ‘Teaching and other non-systemic VET providers professional staff’ category the FTE increased by 35% while in the ‘Other staff’ category Table 4.15 shows that between 2006 and 2007 the increase was 39%. Again, much of this the number of Indigenous employees in non- improvement resulted from changes in the same systemic institutions increased by 7%, from 524 major institution. to 562 employees. There were increases in both employment categories with the main increase Many of the IEP funded institutions are in ‘Other staff’ brought about largely by an Indigenous controlled and have higher increase of more than 60 employees in one of rates of Indigenous employment than in the the largest institutions. government sector. The other positive outcome is that there was also a concomitant increase in the amount of
Table 4.15: Number and full time equivalent Indigenous employees in non-government VET institutions, by employment category; Australia, 2001-2007
Employment category 2001 2002 2003 (a) 2004 2005 2006 2007 Teaching and other professional staff 193 181 235 206 278 281 290 (139) (144) (160) (142) (165) (163) (220) Other staff 165 164 207 198 233 243 272 (143) (139) (186) (168) (163) (161) (224)
Totals 358 345 442 404 511 524 562 (282) (283) (346) (310) (328) (324) (444)
Source: DEEWR – IEP performance reports; 2001-2007 (a) 2003 figures have been updated from those published in the National Report to Parliament on Indigenous Education and Training, 2003 to reflect a full data set that was not available at the time of its publication. National Report to Parliament on Indigenous Education and Training, 2007
98 4.4.3 Professional development New staff members are inducted through a VET providers receiving IEP funding report on four hour interactive exercise that explores professional development activities in two main and compares the structures of Australia’s areas. One area seeks qualitative data on Indigenous Societies prior to and since professional learning initiatives undertaken by European contact. The diverse nature of teaching staff and other professional staff to Indigenous societies, the importance of help them foster: kinship systems and community structures, and the historical and contemporary • in their Indigenous students, an appreciation relationships which exist between Indigenous of their history, cultures and identity; and and non-Indigenous Australians are all • in all students, an understanding of, and from a very different perspective in this respect for, Indigenous traditional and interactive exercise. The outcomes for staff contemporary cultures. in this exercise are two fold, as a participant they are able to experience the emotions, The second area provides information on events and the result of some of the events the types of professional learning activities of the past dealings of Indigenous people undertaken by Indigenous staff. and secondly they are then given the tools to incorporate this interactive exercise Most government and smaller non-systemic into their own teachings. This scenario is institutions reported cultural awareness empowering, educational and promotes great training as an effective way of providing staff pride for Indigenous participants. The Board with training to achieve these outcomes. Two and Management also provide continual examples of the kinds of training provided follow cultural mentoring support. This support – one from a large TAFE department and the includes workshops based on the story of second from an Indigenous controlled institution: the College, the structure of organisation Indigenous Cross Cultural workshops were and the changes that have happened. Staff conducted for Institute staff during 2007 gain a comprehensive understanding of the which provided participants with a general organisation and a sound knowledge of the understanding of traditional Aboriginal organisations commitment to the community. cultures and traditional cultural diversity. The Most providers also offered a mixture of workshops enabled participants to identify internal and external professional development the impacts of colonisation on current issues opportunities with some offering financial or of service delivery to Aboriginal people and leave assistance for staff studying towards demonstrated protocols and processes to formal qualifications. On a less formal basis, collaborate in genuine partnerships. The Indigenous staff had access to workshops, workshops are continuing in 2008 and all
conferences and informal training courses. All National Report to Parliament on Indigenous Education and Training, 2007 staff will be included over time. VET institutions provide professional learning TAFE NSW Hunter Institute has developed a services in different ways to suit their particular video Harassment Free Institute that covers, circumstances, according to the major among other things, anti-racial discrimination education providers. principles. It is a requirement of the Institute that all staff and students watch the video and discuss the main features of the training program. A reminder is sent to all staff of the Institute every six months outlining the responsibility of staff in this regard. Students must sign to confirm that they have watched and discussed the video.
99 4.4.4 Culturally inclusive curricula demand identified by TAFE NSW Institutes. Progress in developing culturally inclusive The suite of qualifications aims to provide curricula is measured in IEP performance Aboriginal learners with Aboriginal language reports. This reporting looks at the extent competencies critical to sustaining Aboriginal to which a system or institution provides peoples’ self identity and cultural identity. mainstream courses or modules that are: Aboriginal Language competencies are integral to Aboriginal cultures and are • responsive to specific requests or needs by fundamental to strengthening cultural Indigenous people; resilience, and ultimately creating increased • inclusive of Aboriginal and Torres Strait self-reliance and stronger Aboriginal Islander cultural perspectives; and communities. This is particularly important to • specific in design to the needs of Aboriginal communities facing widespread Indigenous people. social, economic and employment issues. The qualifications will prepare people for It also examines the extent to which Indigenous work in the education sector and for work studies modules/competencies and courses are with Aboriginal communities in arts, social provided by a system or institution. services or health professions. The Aboriginal A wide variety of courses and modules have Language/s programs are developed to meet been designed and delivered to Indigenous rural and regional needs. students in response to specific requests or Most Indigenous controlled institutions are needs. At the same time numerous educational wholly Indigenous focused with their courses resources are being developed to address designed entirely for Indigenous students. the needs of Indigenous people and include culturally appropriate perspectives. The percentage of institutions that offer Indigenous studies as modules/competencies The following quote from the New South Wales and as courses is reported by major government Department of Education and Training provides providers. In 2007, major systems reported an important example of how a large system is that 80% of their institutions offered Indigenous responding to the needs of Indigenous people: studies as modules while 75% of institutions Aboriginal Languages - Access and General offered Indigenous studies as a course. Education Curriculum Centre, in partnership It was also reported by most providers with the Aboriginal Education and Training that Indigenous people, communities and Directorate, developed and accredited a cooperatives participated in developing and suite of TAFE NSW Certificates I, II and III delivering these modules and courses to ensure in Aboriginal Language(s) qualifications. the needs of Indigenous students were met in The development of this suite of Aboriginal National Report to Parliament on Indigenous Education and Training, 2007 appropriate and relevant ways. Language/s qualifications was part of TAFE NSW commitment in implementing “Two ways together NSW Aboriginal Languages Policy Strategic Plan 2006- 2010” and was in response to need and
100 4.5 Conclusions
In 2007, vocational education and training undertaking higher level courses with 78% of provided key pathways to employment and Indigenous Australian Apprentices in-training further study for record numbers of Indigenous undertaking AQF Certificate III or above courses people. For many, the experience provides in 2007 compared to 62% in 2001. a ‘second chance’ to make up for gaps in While many Indigenous people commence their education and skills which in turn lead courses in VET from a disadvantaged base, to personal, family and community benefits. there are encouraging improvements in Increased self-esteem and self-confidence are educational outcomes. The overall Indigenous just two of the important outcomes that many module or competency completion rate (MCR) Indigenous students report. reached a best ever 71.8% while the Load Pass Participation in VET continues to record levels. Rate (LPR) reached 67.4% and the gap between Indigenous students were 4.3% of all students the Indigenous and non-Indigenous rates closed. in 2007 – up from 3.3% in 2001. The national The number of course completions by Indigenous VET participation rate was 13.2% Indigenous Australian Apprentices continues to and greater than the overall national VET grow as do completions at the AQF Certificate participation rate of 11.3%. VET also attracts III and above levels which have increased from young Indigenous people in disproportionate 45% in 2001 to 68% in 2007. Almost 20% of numbers and for many, offers an important the Indigenous apprenticeship completers were alternative pathway to school education. aged 18 or less. An increasingly important route for many The Student Outcomes Survey of VET Graduates young Indigenous people is into Australian shows an increasing proportion of Indigenous Apprenticeships. The total number of Indigenous graduates gaining employment following apprentices-in-training has increased by graduation and high levels of satisfaction 87% over the 2001-2007 period while as a reported by Indigenous graduates of their proportion of all apprentices-in-training, the VET experience. Indigenous share increased from 2.0% to 2.9%. They are also increasingly likely to be National Report to Parliament on Indigenous Education and Training, 2007
101 Royal Melbourne Institute of Technology (RMIT) University Melbourne, Victoria
Developing a high-profile generation of Indigenous researchers and community leaders
RMIT is a global university of technology with its of Indigenous researchers and community heart in the city of Melbourne. We create and leaders and to develop a range of creative, disseminate knowledge to meet the needs of educational and developmental resources which industry and community and foster in students will contribute to the community. The concept the skills and passion to contribute to and has attracted a group of motivated and gifted engage with the world. community leaders, who are highly regarded artists, educators and cultural awareness RMIT’s vision is to be: trainers. Their work will record history that is • global in outlook and action, offering our in danger of being lost forever and will also students and staff a global passport to make a significant contribution to cross-cultural learning and work; awareness and understanding. • urban in orientation and creativity, reflecting An artist from the Koori Cohort graduated with and shaping the city of the 21st century; a PhD for research that creatively explored • the first choice provider of work-relevant Indigenous history and culture. For her doctorate learning in Australia, preparing students for award, she created a body of artwork that professions and vocations of the future; and included several traditional possum skin • one of Australia’s top research universities, cloaks – one of which was worn by Indigenous internationally known for our applied focus elder Auntie Matilda House-Williams when and for excellence in research and research she gave the first ever welcome to country in
National Report to Parliament on Indigenous Education and Training, 2007 education in our chosen fields. Federal Parliament.
Almost 1 per cent of RMIT students are from an One of our initiatives to increase Indigenous Indigenous background and the University is enrolments is the provision of the Koori committed to increasing that proportion. Under Xpress. This is a free bus service that ferries RMIT’s Indigenous Access Scheme, selection of Indigenous students and their families from Indigenous students is based on capability and is regional Victoria to RMIT Open Day at its three non-competitive. Applications are considered on Melbourne campuses each year in August. The a case-by-case basis, and the selection process initiative has been organised by RMIT’s Ngarara may include an interview. Where an Indigenous Willim Aboriginal and Torres Strait Islander applicant does not meet program requirements, Centre to encourage Indigenous students to they are recommended a pathways option. explore a range of education options at RMIT including pre-apprenticeships, TAFE programs, At the postgraduate level, RMIT has established and undergraduate and postgraduate a Koori Cohort of postgraduate researchers. degree programs. The aim is to develop a high-profile generation
102 The Koori Xpress initiative is aimed at helping A strategy was developed to save a group of prospective Indigenous students to explore ancient river red gums that are estimated to be the benefits of further education and access up to 800 years old and represent one of the information on pathways to further education few remaining stands in the area. Among the and employment. This program has been 94 trees counted, six scarred trees are registered developed to make the trip with no expense under the Aboriginal and Torres Strait Islander and allow people to bring a parent, friend Act (ATSIA), three are canoe trees and another or guardian to get a look at what’s on offer three are food implement trees. at RMIT. Prospective students, with parents, RMIT has a diverse program of cultural, guardians or friends, are offered a night’s hotel educational and social activities and events accommodation and a trip to an AFL game or promoting awareness of the unique, distinct the cinema. and diverse nature of Indigenous cultures. The The program also encourages people who may University is committed to helping students be missing school-based qualifications, but who follow their passions and explore their talents at have professional and life experience, to attend. RMIT. Through expert teachers and researchers, Potential students get the chance to meet the deep connections to the working world and supportive staff of RMIT’s Willim Aboriginal and international community, stimulating ideas and Torres Strait Islander Centre and meet and talk people, RMIT is assisting students everyday to with current Indigenous students at RMIT. Most create their own paths to success.
attendees find the highlight of the trip is meeting National Report to Parliament on Indigenous Education and Training, 2007 current Indigenous students and hearing their experiences, some of which include study overseas as well as their academic achievements and available support.
RMIT also supports a heritage trail that incorporates rare Aboriginal scarred trees at the University’s Bundoora campus. The Keelbundoora Scarred Tree and Heritage Trail is a self-guided walk created to recognise and preserve the ecological and cultural significance of remaining vegetation on the campus, which sits on Aboriginal (Wurundjeri) land.
103
Chapter 5 Higher Education
5.1 Overview
5.1.1 Key data on Indigenous higher education in 2007
Higher education institutions 39 institutions received Indigenous Support Program funding in 2007 totalling $31.6m.
Indigenous students Commencing students 4,036 students 1,382 males (34.2%) 2,654 females (65.8%) All students 9,370 students 3,170 males (33.8%) 6,200 females (66.2%)
Characteristics of Commencing students Indigenous Non-Indigenous Average age 30 years 26 years Proportion female 65.8% 55.5% No educational attainment prior to commencement 17.4% 6.3% Special entry arrangements for admission 53.6% 16.9% Most Indigenous enrolments (Society and Culture) 32.0% 19.9% Enrolled at bachelor level and above 70.6% 89.1%
Characteristics of All students Indigenous Non-Indigenous Average age 31 years 26 years Proportion female 66.2% 54.9% National Report to Parliament on Indigenous Education and Training, 2007 External delivery mode 26.8% 15.0% Full time attendance 64.5% 63.6% Most Indigenous enrolments (Society and Culture) 33.7% 21.5% Enrolled at bachelor level and above 80.3% 94.2%
Award course completions for Indigenous higher education Indigenous students in 2007 performance indicators in 2007 Higher degree 169 Access rate 1.51% Bachelor 829 Participation rate 1.29% Other postgraduate 188 Retention ratio 2006 0.82 Other undergraduate 309 Success ratio 2007 0.79
Indigenous staff in 2007 Academic 288 staff – 116 males (40.3%) 172 females (59.7%) Other 502 staff – 156 males (31.1%) 346 females (68.9%) Total staff 790 staff – 272 males (34.4%) 518 females (65.6%)
105 5.1.2 Key movements in Indigenous • Most of the overall increase occurred in the higher education in 2007 below Bachelor degree level courses where there were 309 completions – an increase Enrolments of 115 or 59% in a single year. • Between 2006 and 2007, the total number • Since 2001 there has been a 37% increase of Indigenous students in higher education in Bachelor degree completions together increased by 516 students or 5.8% to a with a 69% increase in the number of record 9,370 students. At the same time higher degree completions. the number of Commencing Indigenous • In 2007, Indigenous graduates had higher students increased by 184 or 4.8%. take-up rates into full time employment • Indigenous students are increasingly than non-Indigenous graduates, with rates undertaking courses at the Bachelor of 86.4% and 84.4% respectively. degree and above levels. In 2007, 7,521 • In 2007, the mean starting salary for Indigenous students were enrolled in such Indigenous graduates at the Bachelor courses, an increase of 447 students or level was below that of non-Indigenous 5.9% over 2006. graduates – $44,547 compared to • Since 2001, the proportion of Indigenous $44,859. students in Bachelor degree and above courses has increased from 67.4% Involvement in decision-making to 80.3%. • Almost two thirds of institutions reported • Between 2006 and 2007 there was that they had an Indigenous member of a continued increase in the number Council or Senate in 2007 (23 of 39); of Indigenous students undertaking and all institutions reported Indigenous postgraduate studies including a 5.7% representation on institutional academic or increase in higher degree course management committees. enrolments (up by 46 students) and a 12.0% increase in the number enrolled in Indigenous employment Other postgraduate award courses (up by • Between 2006 and 2007 the number of 58 students). Indigenous staff increased by 21 (2.7%) • Since 2001 there has been a substantive while non-Indigenous employees increased change in the enrolment pattern of by 3,033 (3.3%). Consequently the overall Commencing Indigenous students with a percentage of Indigenous staff employed 25% increase in enrolments in Bachelor and decreased from 0.84% to 0.83%. above courses and a fall of 36% in below • Within individual institutions the number of Bachelor degree courses. National Report to Parliament on Indigenous Education and Training, 2007 Indigenous employees varies considerably and in 2007 ranged from one employee Educational outcomes (0.6% of staff) to 52 employees (2.3% • In 2007, there were 1,495 award course of staff). completions by Indigenous students – a significant increase of 135 completions over the 2006 figure.
106 5.1.3 The provision of higher • Learning and Teaching Performance Fund; education for Indigenous • Equity Programs; Australians • Commonwealth Learning Scholarships; and In 2007, the Australian higher education system • Indigenous Staff Scholarships. was comprised of 39 universities (37 public institutions and two private institutions – the The Indigenous Tutorial Assistance Scheme Table A institutions), one branch of an overseas (Tertiary Tuition) and the Mixed Mode Away university, four other self-accrediting higher from Base programs are provided under the education institutions and more than 150 non- Indigenous Education (Targeted Assistance) self-accrediting higher education providers Act 2000. accredited by State and Territory authorities. More information about the operation and The non self-accrediting higher education activities of a number of Australian Government institutes form a very diverse group of mainly higher education programs in 2007 can be private specialised institutions and include a found in Chapter 6 of this report. number of theological colleges. Other providers offer courses such as business, information 5.1.4 Data sources technology, natural therapies, hospitality, health, Unless otherwise stated, statistics in this report law, accounting, design, music, counselling and relate to students attending the 39 Table A various kinds of film and multi-media studies. institutions. Statistical data in this chapter is derived from the DEEWR Higher Education All but three of the universities, together with Statistics Collection – Students and Staff as the other self-accrediting higher education published on the DEEWR website: providers, are established or recognised under state or territory legislation. The remaining http://www.deewr.gov.au/sectors/higher_ three (the Australian National University, the education/publications_resources/statistics/ Australian Film, Television and Radio School publications_higher_education_statistics_ and the Australian Maritime College) are collections.htm established under Commonwealth legislation. Each higher education institution has autonomy Another source of information for this report to manage its own governance and delivery of are the Indigenous Education Statements (IES) education services. that ISP funded higher education institutions are required to submit each year to DEEWR. The IES Australian Government funding for higher is the main reporting mechanism for universities education operational resources is largely to provide feedback on their objectives, provided under the Higher Education Support strategies and achievements in improving Act, 2003 through the Commonwealth outcomes for their Indigenous students. It also National Report to Parliament on Indigenous Education and Training, 2007 Grant Scheme, which provides funding for details the constraints and positive factors that a specified number of student places at affect the improvement of educational outcomes. higher education institutions each year. Other Australian Government funds for the sector are provided through a range of grants and programs including:
• Indigenous Support Program (ISP) which in 2007, amounted to $31.645m; • Higher Education Loan Program; • Workplace Productivity Program; • Capital Development Pool; • Collaboration and Structural Reform Fund;
107 Progress in Indigenous higher education in 2007
The focus for determining progress in Indigenous higher education in 2007 is the extent to which gaps between Indigenous and non-Indigenous students have closed in terms of access, participation and educational outcomes.
5.2 Equality of access and equity of participation
This section examines trends in Indigenous student enrolments since 2001 together with a more detailed discussion of access and equity issues in the context of closing the gaps in outcomes between Indigenous and non-Indigenous students and staff.
5.2.1 Indigenous higher of Commencing Indigenous students has education enrolments decreased by 94 or 2.2%.
Figure 5.1 shows movements in Indigenous The increase of total Indigenous student participation in higher education since 2001. numbers in 2006 and 2007, after a decline Between 2006 and 2007 there were increases in 2005, suggests that the renewed efforts of in all four student categories and a significant universities to attract and retain Indigenous increase in the total number of Indigenous students are having a positive effect. students since the low point of 2005. The increase in female students has been much In 2001 a new series for student enrolment more pronounced with enrolments increasing data and new definitions were adopted. In the by 671 students or 12.1% since 2001 while the period since then the total number of Indigenous number of Indigenous male students has only students has increased by 709 students or 8.2% increased by 38 or 1.2%. Appendix A5.6 shows to a highest yet total of 9,370 students in 2007. the actual numbers of Indigenous students. During that same period, however, the number
Figure 5.1: Number of Commencing and All Indigenous students, by gender; Australia, 2001-2007
100,000
90,000
80,000 National Report to Parliament on Indigenous Education and Training, 2007
70,000
60,000
50,000 Number of Students
40,000
30,000
20,000 2001 2002 2003 2004 2005 2006 2007
All Indigenous students All Indigenous females All Indigenous males Commencing Indigenous students
Source: DEEWR National Higher Education Statistics Collection; 2001-2007
108 Commencing Indigenous students degree level increased only marginally by Table 5.1 indicates that between 2006 and 10 students or 0.8% — mainly due to an 3 2007 the number of Commencing Indigenous increase in the number of Non-award level students1 increased by 184 or 4.8%. At the commencements. The number of Commencing same time, the number of Commencing Indigenous students undertaking Enabling Domestic students2 increased by 4.2% courses appears to have stabilised and since (see Appendix A5.4). 2001 the proportion of Indigenous students in these courses has dropped from 26% to 17%. Increases in Indigenous commencements occurred almost exclusively at the Bachelor Since 2001 there has been a substantive change degree and above levels, where between in the enrolment patterns of Indigenous students, 2006 and 2007, an additional 174 students with a 25% increase in enrolments in Bachelor (6.5%) were enrolled. Indigenous student and above courses and a fall of 36% in below commencements in courses below the Bachelor Bachelor degree courses.
Table 5.1: Number of Commencing Indigenous students by level of study 2001-2007 and proportional change; Australia, 2006-2007 and 2001-2007
% change % change 2001 2002 2003 2004 2005 2006 2007 2006-2007 2001-2007 Higher Degree 201 245 272 302 263 311 293 -5.8 45.8 Other postgraduate award 220 266 238 273 252 323 356 10.2 61.8 Bachelor degree 1,853 1,958 1,993 1,964 2,020 2,041 2,200 7.8 18.7 Bachelor degree and above 2,274 2,469 2,503 2,539 2,535 2,675 2,849 6.5 25.3 Other under graduate award 752 742 634 490 465 464 457 -1.5 -39.2 Enabling courses 1,070 991 926 783 736 671 670 -0.1 -37.4 Non-award courses 32 44 48 53 35 42 60 42.9 87.5 Below Bachelor degree 1,854 1,777 1,608 1,326 1,236 1,177 1,187 0.8 -36.0 Total Commencing students 4,128 4,246 4,111 3,865 3,771 3,852 4,036 4.8 -2.2
Source: DEEWR National Higher Education Statistics Collection; 2001-2007
Between 2006 and 2007 there was an increase by 4.5%), with the most substantial decrease of 92 female Commencing students (up by occurring in Western Australia (down by 21.2%). National Report to Parliament on Indigenous Education and Training, 2007 3.6%) and 92 male Commencing students (up The greatest increase occurred in Tasmania with by 7.1%). Indigenous female Commencing an additional 48 students (up by 46.6%). students accounted for 65.8% of all Indigenous commencements in 2007 (see Appendix A5.6). All Indigenous students
Appendix A5.4 shows that between 2006 and Between 2006 and 2007, the total number 2007 Indigenous Commencing student numbers of Indigenous students in higher education decreased in South Australia (down by 0.8%) increased by 516 students or 5.8% to a record and the Australian Capital Territory (down 9,370 students (see Table 5.2).
1 Commencing students are students who have enrolled for the first time in a particular course. 2 Domestic Students includes students who are Australian citizens or students who have permanent resident status in Australia. It excludes overseas students. 3 A program of study which does not lead to an award and which comprises a unit or units of study which: is a unit or units of study from an award course or courses at the higher education provider; and is able to be counted as credit towards some award course at the higher education provider by all students who complete the unit or units of study.
109 Table 5.2: All Indigenous students by level of study 2001-2007 and proportional change; Australia, 2006-2007 and 2001-2007
% change % change 2001 2002 2003 2004 2005 2006 2007 2006-2007 2001-2007 Higher Degree 544 638 683 792 756 803 849 5.7 56.1 Other postgraduate award 351 391 396 432 402 483 541 12.0 54.1 Bachelor degree 4,945 5,209 5,458 5,570 5,521 5,788 6,131 5.9 24.0 Bachelor degree and above 5,840 6,238 6,537 6,794 6,679 7,074 7,521 6.3 28.8 Other under graduate award 1,423 1,287 1,192 1,077 823 835 865 3.6 -39.2 Enabling courses 1,364 1,298 1,205 964 828 894 917 2.6 -32.8 Non-award courses 34 48 54 60 40 51 67 31.4 97.1 Below Bachelor degree 2,821 2,633 2,451 2,101 1,691 1,780 1,849 3.9 -34.5 All Indigenous students 8,661 8,871 8,988 8,895 8,370 8,854 9,370 5.8 8.2
Source: DEEWR National Higher Education Statistics Collection; 2001-2007
As is the case with Commencing Indigenous There was an increase of 141 or 4.7% in the students, the increase in All Indigenous students total number of Indigenous male students occurred mainly in Bachelor degree and above between 2006 and 2007, after an increase of courses. Between 2006 and 2007 an additional 128 in the previous year. 447 Indigenous students were enrolled at these The most substantial increases in 2007 occurred levels, following on from a substantial increase in New South Wales (up by 215 students or of 395 students between 2005 and 2006. 8.5%), Queensland (158 students - 8.2%) and Since 2001, the number of Indigenous students the Northern Territory (85 students - 9.4%). The in Bachelor degree and above courses has only substantial decrease occurred in Western increased by almost 29%. As a proportion of Australia where there was a loss of 101 students total enrolments it has increased from 67.4% in or 8.8% (see Appendix A5.5). 2001 to 80.3% in 2007, indicating an important and positive shift in enrolment patterns. 5.2.2 Equality of Access — the Indigenous access rate Between 2006 and 2007 there was a continued increase in the number of Indigenous students The access rate is a performance indicator used National Report to Parliament on Indigenous Education and Training, 2007 undertaking postgraduate studies. There was in the higher education sector to compare the a 5.7% increase in higher degree course number of Commencing Indigenous students to enrolments (up by 46 students) and a 12% the number of Commencing Domestic students increase in the number enrolled in Other in any one year (ie. the number of Indigenous postgraduate award courses (up by 58 students). Commencing students divided by the number of Since 2001 there has been a 55% rise in the Domestic Commencing students, expressed as number of Indigenous students undertaking a percentage). postgraduate courses. The parity rate (described in Appendix 5) is also Between 2006 and 2007 the total number of a useful indicator as it enables actual Indigenous Indigenous female students increased by 375 outcomes to be compared to what would be students or 6.4%. This result followed on from achieved if there was population based equity another substantial increase of 356 students for Indigenous people. The national parity rate between 2005 and 2006. Female Indigenous has risen steadily from 2.73% in 2001 to 3.02% students accounted for 66.2% of all Indigenous in 2007. students in 2007 (see Appendix A5.6).
110 Figure 5.2 shows movements in the Indigenous The increase in the number of Commencing access and parity rates from 2001 to 2007. Indigenous students between 2006 and 2007 During this period the access rate dropped was proportionally greater than the increase from 1.61% to 1.51% and the margin or in Domestic student numbers. This has led to gap between the access and parity rates has the first improvement in the Indigenous access increased from 1.12 percentage points to 1.51 rate since 2001. Despite this increase, the gap percentage points. between the Indigenous access rate and the parity rate remained static.
Figure 5.2: Indigenous access and parity rates; Australia, 2001-2007
3.5
3.00 3.02 2.93 2.86 3.0 2.73
2.5 ercentage P 2.0
1.61 1.61 1.60 1.54 1.49 1.49 1.51 1.5
1.0 2001 2002 2003 2004 2005 2006 2007
Parity Rate Access Rate
Source: DEEWR National Higher Education Statistics Collection; 2001-2007 Note: The Parity rate calculations use projections of the Indigenous population based on the 2001 Census. When projections based on the 2006 Census are released in September 2009 these calculations will be adjusted. The basis for calculating Indigenous access and participation rates and success and retention ratios changed in 2005. National Report to Parliament on Indigenous Education and Training, 2007
111 5.2.3 Equity of participation — the in Indigenous participation resulted in a slight Indigenous participation rate reduction in the gap between the Indigenous The participation rate compares the number parity and participation rates when compared of Indigenous students with Domestic students to 2006. in any one year (that is, the total number Between 2001 and 2007, however, the margin of Indigenous students divided by the total between the participation and parity rates number of Domestic students, expressed as a has increased from 1.46 percentage points to percentage). Figure 5.3 shows movements in the 1.73 percentage points, indicating a long term Indigenous participation and parity rates from widening of the gap between Indigenous and 2001 to 2007. non-Indigenous participation. In 2007, Indigenous students were 1.29% of the higher education student population – an improvement over previous years. This increase
Figure 5.3: Indigenous participation and parity rates; Australia, 2001-2007
3.5
3.00 3.02 2.93 3.0 2.86 2.73
2.5 ercentage P 2.0
1.5 1.27 1.26 1.26 1.26 1.25 1.29 1.20
1.0 2001 2002 2003 2004 2005 2006 2007
Parity Rate Participation Rate
Source: DEEWR National Higher Education Statistics Collection; 2001-2007 National Report to Parliament on Indigenous Education and Training, 2007 Note: The Parity rate calculations use projections of the Indigenous population based on the 2001 Census. When projections based on the 2006 Census are released in September 2009 these calculations will be adjusted. The basis for calculating Indigenous access and participation rates and success and retention ratios changed in 2005..
112 5.2.4 Other measures of equity the next (excluding completions). At the time of participation of writing this report the 2007 rates were not available but they will be included in the Retention ratio 2008 report. The retention ratio is a higher education Figure 5.4 shows that while there has been performance indicator which compares the a gradual and continuous increase in the apparent retention rates of Indigenous and Indigenous retention ratio since 2001, the gap non-Indigenous students as a ratio. The between the Indigenous retention ratio and apparent retention rate is the proportion of parity rate has increased since 2004. students who are retained in a course from the commencement of one academic year to
Figure 5.4: Indigenous retention ratio and parity rates; Australia, 2002-2006
3.5
3.00 2.86 2.93 3.0
2.5
2.0 ercentage P
1.5
0.81 0.82 1.0 0.76 0.78 0.78
0.5 2002 2003 2004 2005 2006
Parity Rate Retention Ratio
Source: DEEWR National Higher Education Statistics Collection; 2001-2007 Note: The Parity rate calculations use projections of the Indigenous population based on the 2001 Census. When projections based on the 2006 Census are released in September 2009 these calculations will be adjusted. The basis for calculating Indigenous access and participation rates and success and retention ratios changed in 2005. National Report to Parliament on Indigenous Education and Training, 2007
Participation by broad field of The two areas of greatest participation by education Indigenous students (as a percentage of all students) in 2007 were: Indigenous students are largely concentrated in three fields of study - Society and Culture, • Mixed Field Programs (general and personal Education and Health. Between 2001 and development education) where 17.8% of all 2007, Society and Culture has had the highest enrolments were Indigenous students; and proportion of Indigenous enrolments (around • Education, where 2.1% of all students were one-third) however, over this period there Indigenous (see Appendix A5.7). have been significant increases in the number of Indigenous students in Health (up by 442 Between 2006 and 2007 there were significant students or 40%), Education (up by 346 students increases in Indigenous student numbers in or 21%) and Management and Commerce (up the fields of Society and Culture – an increase by 161 students or 22%). of 131 students (4.3%); Health – 118 students (8.3%); Education – 107 students (5.7%); and Management and Commerce – 46 students (5.5%). 113 Figure 5.5 shows the distribution of Indigenous and non-Indigenous students across the broad fields of education in 2007. Appendix A5.7 shows the Indigenous number and proportion of all Domestic students enrolled in each broad field, for the period 2001 to 2007.
Figure 5.5: Distribution of Indigenous and non-Indigenous students by broad field of education; Australia, 2007
Natural and Physical Sciences
Information Technology
Engineering and Related Technologies
Architecture and Building
Agriculture, Environmental and Related Studies
Health
Education
Management and Commerce
Society and Culture
Creative Arts
Mixed Field Programs
Non-award courses
0 5 10 15 20 25 30 35 40 Percentage Indigenous Non-Indigenous
Source: DEEWR National Higher Education Statistics Collection; 2007
Participation by level of study Since 2001, there has been a gradual but Figure 5.6 shows the distribution of Indigenous consistent change in the distribution of and non-Indigenous students in 2007 Indigenous enrolments from lower to higher according to level of study. In 2007, Indigenous levels of study. In 2001, for example, Indigenous National Report to Parliament on Indigenous Education and Training, 2007 students continued to be over-represented in students represented 21% of all Domestic Enabling courses (9.8% of Indigenous students students in Enabling courses but by 2007, compared to 1.0% of non-Indigenous Domestic this was halved to 10.6%. Additionally, the students) and in Other Undergraduate award Indigenous share of Domestic students enrolled courses (9.2% compared to 1.8%) and under- in Other Undergraduate award courses in 2007 represented in Bachelor and postgraduate was 6.2% - down from 8.4% in 2001. Appendix courses. The difference at the Bachelor level is, A5.8 provides additional data on these however, relatively small – 65.4% compared movements over time. to 72.0%.
114 Figure 5.6: Distribution of Indigenous and non-Indigenous enrolments, by level of course; Australia, 2007
Higher degree
Other postgraduate award
Bachelor degree
Other undergraduate award
Enabling courses
Non-award courses
0 10 20 30 40 50 60 70 80 Percentage Indigenous Non-Indigenous
Source: DEEWR National Higher Education Statistics Collection; 2007
5.2.5 Access and participation Some examples of new practices being tried by strategies institutions include: All higher education institutions that receive ISP • university introductory programs aimed funds report on their access and participation at Year 12 students and their parents and strategies for Indigenous students. Reporting presided over by the Vice-Chancellor at an is by way of the legislated Indigenous annual dinner; Education Statements and biennial, officer level • broad spectrum outreach programs targeting discussions. A wide variety of approaches to Year 10-12 students; improve Indigenous access and participation has • an education program aimed at up-skilling been noted, and include the following strategies: high school careers teachers and raising • extensive student outreach or Indigenous awareness of tertiary Indigenous educational
focused marketing programs are supported options; National Report to Parliament on Indigenous Education and Training, 2007 by more than half of the Table A institutions; • employment of full time Indigenous Student • proactive articulation and accreditation Support Officers; arrangements with local VET institutions in • an Indigenous mentoring program targeted at relation to Indigenous focused programs students in need; that facilitate greater access opportunities for • a pathways project scholarship where mainstream entry; promising secondary students are awarded • intensive Indigenous orientation programs for a grant on enrolment to TAFE and once students entering higher education through the TAFE course is successfully completed, non-mainstream avenues; another more significant grant on enrolment at • on-campus residential programs targeted at university; and Indigenous high school students; and • a pathway arrangement between a university • all 39 Table A institutions reported providing and a number of local VET providers that academic and social support including will allow successful VET students to receive resourcing computer labs and tutoring rooms their first year of an undergraduate degree as that are reserved for Indigenous students a credit. within Indigenous Education Units. 115 Scholarships institutions that focus on retaining students past In 2007, a number of scholarships were their first year of study. Chapter 6 of this report available for Indigenous students, ranging from provides information about a number of these targeted contributions towards high potential schemes in 2007 including Commonwealth students through to general Commonwealth Learning Scholarships, Endeavour Awards and Scholarships. A range of accomodation and Fulbright Indigenous Scholarships (see sections study resource bursaries were provided by some 6.5.2, 6.5.4 and 6.5.5).
5.3 Equitable and appropriate educational outcomes
This section presents trends, mainly over the period 2001-2007, that track the achievement of equitable and appropriate educational outcomes for Indigenous higher education students. A key focus of discussion is the closure of the gaps between Indigenous and non-Indigenous student outcomes. 5.3.1 Award course completions The Indigenous share of award course The distribution of Indigenous students’ award completions by Domestic students in 2007 was course completions by level of study from 1997 0.90% - an improvement on 2006 (0.83%) to 2007 is shown in Figure 5.7. In 2007, there but below the parity rate of 3.02%. Most of the were 1,495 award course completions by completions by Indigenous students were by Indigenous students – a significant increase of female students (68.2% - see Appendix A5.11) 135 completions (up 9.9%) on the 2006 figure which is in line with their overall participation of 1,360 completions. Since 1997 there has in higher education (66.2%). The overall share been an overall increase of 40% in the number of completions by Domestic female students of course completions. was 59.5%.
Figure 5.7: Number of award course completions by Indigenous students, by level of award; Australia, 1997-2007
1,000
900
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600 National Report to Parliament on Indigenous Education and Training, 2007 500
400 Number of Students 300
200
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0 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Higher degree Other postgraduate Bachelor degree Other undergraduate
Source: DEEWR National Higher Education Statistics Collection; 1997–2007
116 Award course completions by level of drop of 40 completions or 4.6% between 2006 course and 2007 after a big increase (130) in 2006. In 2007 the pattern of award course completions Most of the overall increase occurred in the by level of course changed significantly when below Bachelor degree level courses where compared to previous years, as shown in there were 309 completions - an increase of Table 5.3. There were moderate increases in 115 or 59% in a single year. This is a surprising postgraduate completions, a fall in the number result as for the previous six years the number of of Bachelor degrees completed and a sharp completions at this level was consistently around rise in the number of Other undergraduate the 200 mark. completions. At the Bachelor level there was a
Table 5.3: Number and proportion of award course completions by Indigenous students, by level of course; Australia, 2001-2007
% change % change Level of Course 2001 2002 2003 2004 2005 2006 2007 2006 – 2007 2001– 2007 Higher degree 100 104 132 136 128 136 169 24.3 69.0 (9.5) (9.2) (11.1) (11.4) (10.6) (10.0) (11.3) Other postgraduate 141 122 137 132 141 161 188 16.8 33.3 (13.4) (10.8) (11.5) (11.0) (11.7) (11.8) (12.6) Bachelor 605 707 736 732 739 869 829 -4.6 37.0 (57.5) (62.7) (61.8) (61.3) (61.3) (63.9) (55.5) Other 206 195 186 195 197 194 309 59.3 50.0 undergraduate (19.6) (17.3) (15.6) (16.3) (16.3) (14.3) (20.7) Total 1,052 1,128 1,191 1,195 1,205 1,360 1,495 9.9 42.1 (100%) (100%) (100%) (100%) (100%) (100%) (100%)
Source: DEEWR National Higher Education Statistics Collection; 2001-2007
Since 2001 there has been an overall 42% students achieved a higher proportion of increase in course completions by Indigenous completions relative to enrolments in the field students. Numerically the most important has of Health with 16.5% of enrolments but 23.3% been the 37% increase in Bachelor degree of completions. Among other fields there were completions although there has been a notable slight variations only – some positive, some increase in the number of higher degree negative but by no more than two percentage graduates as well. points. Appendix A5.10 details Indigenous National Report to Parliament on Indigenous Education and Training, 2007 award course completions by broad field of Between 2006 and 2007 the number of course education for the period 2001-2007. completions by Indigenous female students increased from 920 to 1,019 (up 10.8%) while Success ratio the number of completions by male Indigenous students increased from 440 to 476 (8.2%). The success ratio is the higher education performance indicator that compares the Data on Indigenous award course completions student progress rates (SPR) for Indigenous and relative to Domestic completions for the period non-Indigenous students as a ratio (that is, the 2001-2007 is shown in Appendix A5.9. Indigenous SPR divided by the non-Indigenous SPR). The SPR is the proportion of units students Award course completions by broad passed in a year compared with total units in field of education which the students were enrolled. A success The distribution of award course completions by ratio of 1.0 would indicate parity for Indigenous Indigenous students by broad field of education students with non-Indigenous students. tends to mirror their overall distribution of enrolments. In 2007, however, Indigenous
117 Table 5.4 shows little variation in the non- success ratio increased slightly over the 2006 Indigenous SPR between 2001 and 2007, result and matches the high point achieved in however during the same period, the Indigenous 2005 (0.79%). SPR increased from 63.6% to 69.2%. The 2007
Table 5.4: Indigenous and non-Indigenous student progress rates and Indigenous success ratio; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Indigenous SPR (%) 63.6 65.5 65.9 67.4 69.7 68.6 69.2 Non-Indigenous SPR (%) 87.1 87.4 88.1 88.5 88.4 88.6 88.2 Success ratio 0.73 0.75 0.75 0.76 0.79 0.77 0.79 Source: DEEWR National Higher Education Statistics Collection; 2001-2007 Note: The basis for calculating Indigenous access and participation rates and success and retention ratios changed in 2005 (see Appendix 5).
5.3.2 Graduate employment the GCCA notes that the number is outcomes comparatively small4. Each year the Graduate Careers Council of Figure 5.85 indicates an on-going demand for Australia (GCCA) conducts the Graduate Indigenous graduates. In 2007, Indigenous Destinations Survey of students who have graduates had higher take-up rates into full time completed a higher education award course employment than non-Indigenous graduates, in the previous twelve months. Indigenous with rates of 86.4% and 84.4% respectively. graduates participate in the survey although
Figure 5.8: Percentage of Indigenous and non-Indigenous Bachelor degree graduates in full time employment (from among those available for full time employment) in the first months after graduation; Australia, 2001-2007
88
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82 National Report to Parliament on Indigenous Education and Training, 2007
80 ercentage
P
78
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74 2001 2002 2003 2004 2005 2006 2007
Indigenous Students Non-Indigenous Students
Source: GCCA Graduate Destinations Survey, 2001-2007
4 In 2007 the survey included 68 Indigenous cases and 14,996 non-Indigenous cases (0.5%). 5 The data in Figures 5.6 and 5.7 refer to Bachelor degree graduates only.
118 The Graduate Destinations Survey also reviews Figure 5.9 shows, however, that Indigenous the starting salaries for Bachelor level graduates. graduates were slightly less positive than non- In the 2006 survey the average starting salary Indigenous graduates in their response to the for an Indigenous graduate was almost $2,000 survey statement ‘Overall, I was satisfied with more than the non-Indigenous average, but in the quality of this course’. the 2007 survey that result was not repeated. Compared to non-Indigenous graduates, The average starting salary for an Indigenous Indigenous graduates were equally positive graduate in the 2007 survey was $44,547 in their agreement (that is the top two per annum compared to $44,859 per annum categories on a five point scale) with the for a non-Indigenous graduate – a difference of statement, but were less positive in their broad $312 in favour of non-Indigenous graduates. agreement (that is the top three categories) The survey collects information on students’ with the statement and less positive than in overall satisfaction with their courses, and the previous surveys. 2007 results indicate that Indigenous graduates were generally positive in their outlook6.
Figure 5.9: Overall satisfaction levels of Indigenous and non-Indigenous Bachelor degree graduates with the quality of their completed course; Australia, 2002-2007
95
90
85
80
75 ercentage
P
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60 2002 2003 2004 2005 2006 2007 National Report to Parliament on Indigenous Education and Training, 2007
Indigenous broad agreement Non-Indigenous broad agreement Indigenous agreement Non-Indigenous agreement
Source: GCCA Graduate Destinations Survey, 2002-2007
6 The 2007 survey of graduate satisfaction included 409 Indigenous cases.
119 5.4 Indigenous influence, involvement and presence in higher education
The National Aboriginal and Torres Strait Involvement in, and control over, Islander Education Policy (AEP) has a specific Indigenous research emphasis on increasing the influence and Most universities have structures or strategies involvement of Indigenous people in decision- in place to ensure that research into issues making processes across all education sectors, that involve Indigenous people, or are of including higher education. interest to them, are appropriately controlled. 5.4.1 Indigenous participation These include: in decision-making in • Indigenous representation on institutional higher education committees that control research programs The Higher Education Support Act 2003 Other and the conduct of research including Grants Guidelines, introduced in 2005, define Academic Boards, ethics committees, the eligibility criteria for higher education Indigenous research committees, Indigenous institutions wishing to access Indigenous research reference groups and consultation Support Program (ISP) funding. One criterion forums for Indigenous advice on research is a requirement for an institution to provide proposals; evidence of participation of Indigenous • implementation of targets for, and the people in their decision-making processes. reservation of, a percentage of positions to Institutions have reported a number of be contributed to Indigenous research; common approaches in the way they address • Indigenous colleges/centres having their own this requirement: research programs, or the institution having • about 60% (23 of 39) of Table A institutions an Indigenous research centre; and reported having Indigenous representation • allocation of dedicated mentors for on their highest level decision making body Indigenous researches. - the University Council or Senate, including five of the Group of Eight universities; and The Indigenous Higher Education • about 92% (36 of 39) of institutions reported Advisory Council Indigenous representation on academic or The Indigenous Higher Education Advisory management committees. Council (IHEAC) was established in 2005 Among the strategies used by institutions to under the Our Universities: Backing Australia’s foster Indigenous participation in decision- Future higher education reforms. It is a non- making were the following: statutory advisory body that provides policy National Report to Parliament on Indigenous Education and Training, 2007 advice to the Minister on wide range of higher • promotion and recognition of staff education issues. consultation and contribution to Indigenous program development and performance In 2007, the Council met three times and reporting; held its Third Annual Conference in Adelaide. • implementation of a target of 100% This marked a significant step forward in staff to have undergone cultural Indigenous higher education and culminated competency training; in a commitment from Universities Australia to work in partnership with the Council • support for contributions to employment to improve Indigenous higher education processes and strategic plans by Indigenous participation and outcomes. Key outcomes of the Advisory Committees; and conference included: • almost all institutions reported active support for staff participation in national committees • the development of a National Indigenous and councils including the National Higher Education Workforce strategy; Indigenous Higher Education Network • the development of the concept of and the Indigenous Higher Education an Indigenous Centre of Researcher Advisory Council. Development;
120 • the development of the concept of an 5.4.2 Indigenous employment Indigenous Learned Academy; and in higher education • agreement to promote the sector wide Table 5.5 shows a pattern of growth in overall adoption of Indigenous cultural competency university staff numbers between 2001 and as a graduate attribute. 2007, with Indigenous employment reaching a peak in 2005. The achievements of IHEAC in 2007 include overseeing the development of initiatives arising Between 2006 and 2007 the number of from its 2006 report - Improving Indigenous Indigenous staff increased by 21 (2.7%) while Outcomes and Enhancing Indigenous Culture the number of non-Indigenous employees and Knowledge in Australian Higher Education. increased by 3,033 (3.3%). As a consequence These include the establishment of: of this slower rate of growth, the overall • nine School to University Pathways projects percentage of Indigenous staff employed by to encourage universities to increase the Table A institutions decreased to 0.83% - down number of cross-sectoral partnerships and marginally from 0.84% in 2006. pathways for Indigenous students; The proportion of Indigenous staff to All staff • three Cross Sectoral Lighthouse projects (ie. the total of Indigenous and non-Indigenous to develop cross-sectoral collaboration staff) improved steadily until 2005 when it including guaranteed pathways, particularly reached 0.89% but since then has declined. for mature age students; The long term AEP aim is to match Indigenous • two additional international scholarships employment to Indigenous participation in under the Endeavour Program, providing higher education which in 2007 stood at 1.29%. Indigenous postgraduate students or In 2007, 54.0% of All staff were female, postdoctoral fellows the opportunity to however, the proportion of Indigenous female undertake short-term research for 4-6 staff was much higher at 65.6%. months in any field of study in a participating country in the Asia Pacific or Middle East; and • an award to recognise and reward cross sectoral partnerships.
IHEAC also assessed and recommended a total of five Indigenous Staff Scholarship awards for study in 2008 and presented five Elders awards.
Table 5.5: Number and proportion of All staff by Indigenous status; Australia,2001-2007 National Report to Parliament on Indigenous Education and Training, 2007 % change % change 2001 2002 2003 2004 2005 2006 2007 2006-2007 2001-2007 Indigenous 552 588 633 700 804 769 790 2.7 43.1 Non-Indigenous 77,653 80,556 83,802 86,958 89,603 91,239 94,272 3.3 21.4 Total (All staff) 78,205 81,144 84,435 87,658 90,407 92,008 95,062 3.3 21.6 Indigenous staff to All staff (%) 0.71 0.72 0.75 0.80 0.89 0.84 0.83 -1.2 16.9
Source: DEEWR National Higher Education Statistics Collection; 2001-2007
121 Figure 5.10 shows the distribution of Indigenous Some Indigenous Education Statements have staff within four employment categories for the reported that while there are high levels of period 2001-2007. There was an apparent Indigenous employment in their Indigenous sharp fall in the percentage of Indigenous Education Units employment opportunities in Teaching Only staff (1.76% in 2006 declining mainstream positions are restricted. to 1.27% in 2007), however, the actual drop in Indigenous Education Statements indicate numbers of Indigenous staff in this category was that almost all of the 39 Table A institutions limited to four positions. There was a slight fall have given priority to Indigenous involvement in the Teaching and Research category while in research, innovation and teaching in their the Research Only category increased slightly. Strategic Plans and in many cases these The number and proportion of Indigenous priorities are periodically measured against staff by employment function is shown at stated targets. In 2007, all but one of these Appendix A5.12. providers had an endorsed Indigenous While Indigenous staff are 0.83% of all higher Employment Strategy. education staff, they are over-represented in About 36% of Indigenous staff were employed the Teaching Only category, under-represented in the combined teaching/research categories the Research Only and Teaching and Research in 2007 and 64% in the ‘Other’ category. This categories and slightly over-represented in the compares to 47% and 53% respectively for non- Other staff category. This higher proportion Indigenous staff. of staff in the Other category may reflect a higher than average Indigenous employment rate in support or administration positions.
Figure 5.10: Proportion of Indigenous to All staff by function; Australia, 2001-2007
2.0
1.8
1.6
1.4
1.2
1.0 ercentage P 0.8
0.6 National Report to Parliament on Indigenous Education and Training, 2007
0.4
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0.0 Teaching only Research only Teaching and Research Other Total
2001 2002 2003 2004 2005 2006 2007
Source: DEEWR National Higher Education Statistics Collection; 2001–2007
122 Indigenous employment strategies in As a symbolic representation of commitment to higher education local Indigenous communities, the vast majority of Table A institutions report that they conduct The number of Indigenous employees within ‘acknowledgement of country’ prior to all formal individual universities varied considerably in gatherings and presentations. 2007 – from one employee (0.6% of all staff) to 52 employees (2.3% of all staff). The institution The University of Melbourne made the with the highest proportion of Indigenous staff progressive decision to declare ‘respect for was Batchelor Institute of Indigenous Tertiary Indigenous knowledge, cultures and values’ to be Education which has 14 Indigenous employees a core attribute for all of their graduates. Many (29.2% of all staff employed in higher other universities have reported working toward education). The numbers of Indigenous staff ensuring comparable attributes are instilled in employed in each of the Table A institutions in all graduates through innovative and inclusive 2007 is shown at Appendix A5.13. curricula.
In 2007, the average number of Indigenous staff All providers reported that Indigenous Studies employed by Table A institutions was 20. The courses were optional components of a broad average number of Indigenous staff employed range of courses including a wide cross by the Group of Eight universities was 25.6 and section of the Arts, Commerce and Sciences. A of these, the University of Western Australia significant development in recent years has been had the highest percentage of Indigenous the inclusion of mandatory Indigenous Studies staff (0.94%). units into mainstream courses, and particularly into Health and Education related courses. In Indigenous Staff Scholarships Program 2007, only three universities, including one The Indigenous Staff Scholarship Program has Group of Eight university, reported that they did been established for Indigenous staff (academic not support at least one mainstream course with or general) who have actively encouraged compulsory Indigenous perspectives embedded Indigenous students to participate in higher into the curriculum. education and complete their courses. A description of the program in 2007 is provided Australia’s Indigenous languages in Chapter 6 of this report – Section 6.5.3. Many institutions are conducting courses which offer students cultural insights incorporating 5.4.3 Culturally inclusive curricula history, language, family and country. Such In the higher education sector the AEP goals courses are often taught by traditional elders relate to the teaching of Indigenous studies, and academics and include mandatory cultures and languages to both Indigenous regional living experiences. Interestingly,
and non-Indigenous students in higher the quantum of demand for this new breed National Report to Parliament on Indigenous Education and Training, 2007 education, and to the provision of curricula in of traditional education is being driven by the broader sense that are culturally inclusive of International students. Indigenous Australians. Many institutions reported that specialist courses in a variety of medical, education Appreciation and understanding of and environmental science fields are offering history, cultures and identity Indigenous languages as electives. The inclusion of Indigenous perspectives in the curriculum of core or compulsory courses Indigenous languages have been recognised contributing to mainstream degrees was as important staff attributes by some reported by 26 of the 39 Table A institutions universities through Staff Enterprise Agreements in 2007. which provide for Indigenous Australian Language Allowances.
123 5.5 Conclusions
Since 2005, there has been a steady increase There continues to be a strong demand for in the number of Indigenous higher education Indigenous graduates who, the evidence students and in 2007 they reached record levels. suggests, have higher take-up rates into full time Not only are the overall numbers increasing employment than non-Indigenous graduates. In but Indigenous students are increasingly contrast to previous years, Indigenous graduate undertaking higher level courses. Since 2001 the starting salaries were slightly lower than the proportion of Indigenous students in Bachelor salaries of their non-Indigenous counterparts. degree and above courses has increased from Indigenous employment in universities increased 67% to 80%. marginally in 2007. While almost all universities These substantive changes in the enrolment have a current Indigenous employment strategy pattern of Indigenous students have also been there is wide variation in the number of reflected in the courses that commencing employees within universities, ranging from one Indigenous students are undertaking. Since to 52 employees. 2001 there has been a 25% increase in While a number of these outcomes are positive, enrolments in Bachelor and above courses and the gaps between Indigenous and non- a fall of 36% in below Bachelor degree courses. Indigenous higher education participation and The pattern and number of award course outcomes remain wide. The participation rate completions changed in 2007 with a marked was the only higher education performance increase in the overall number of completions indicator in which there was a narrowing of the and notably, a significant increase in the number gap between the Indigenous and parity rates. of lower level completions. Since 2001 there The access rate, success ratio and number of has been a 37% increase in Bachelor degree completions all tracked further away from their completions together with a 69% increase in the respective parity targets in 2007. number of higher degree completions. National Report to Parliament on Indigenous Education and Training, 2007
124 National Report to Parliament on Indigenous Education and Training, 2007
125 Flinders University Adelaide, South Australia
Mentoring support is provided to Indigenous students over a 12 month period.
The INSPIRE program is one of the University’s key community engagement strategies and was Promoting Indigenous student awarded the Australian Government’s University outcomes in higher education Indigenous Education Partnership Award for 2007. Universities nationally were invited Flinders University of Adelaide values and to apply for the 2007 University Indigenous respects the social, cultural and linguistic Education Partnerships Award. The winners were diversity of its community. The University is selected by the Indigenous Higher Education committed to improving higher education Advisory Council and awarded at their annual outcomes for its Indigenous students. conference. This $10,000 Award provides recognition of a project that has achieved strong The INSPIRE Peer Mentoring Program is an cross-sector relationships with schools, TAFE award-winning educational partnership of 40 colleges, other registered training organisations organisations that collaborate to deliver an and local communities, and promotes successful ongoing school-based mentoring program. pathways for Indigenous people to access and INSPIRE simultaneously creates innovative succeed in higher education. and authentic learning experiences for Flinders University students, and for school The INSPIRE Peer Mentoring Project is a students, school teaching staff and Indigenous collaborative partnership between the community organisations. community, Flinders University, local schools, community organisations and alternative Since 2003 INSPIRE has placed over 500 education programs from the southern suburbs Flinders students alongside young people as of Adelaide. This program has shown that long- co-learners in their learning environment, term, collaborative educational partnerships both inside and outside the ‘traditional’ between the university, schools and community classroom. The mentors collaborate with and organisations enhance learning environments are supported by school teaching staff to create for students and staff at both sites. nurturing learning environments for the young person. In turn, the educational partnerships The INSPIRE program, in partnership with the provide innovative learning opportunities Yunggorendi First Nations Indigenous Centre for the university student as mentor and the and schools within the Adelaide region, is National Report to Parliament on Indigenous Education and Training, 2007 supervising teacher. designed to develop pathways into higher education for Indigenous school students who The goal of the program is to increase retention are at risk of disengaging from their education and participation in education for Indigenous and to prepare Indigenous students for the students. This model has been based on an transition to university. ethos of community capacity building and development. Mentors are immersed in the The project is a best practice model, recognised classroom or in a project as a co-learner or through various commendations including the as peers, and bring their own study skills, Australian University Quality Agency (AUQA) for knowledge, passion and interest in their subject community engagement in 2006. By working area to the student mentees learning. Student comprehensively across the community, in mentees are encouraged to develop the skills schools and the University, the program is required to complete their current studies in creating systemic change. order to be eligible for further courses that their interest area and possible careers may require.
126 The program’s different elements complement each other to provide a comprehensive and holistic program over a sustained period. The positive outcomes of the INSPIRE program have been clearly demonstrated in comments and endorsements from a multitude of program participants.
The program is a well developed mentor scheme which includes training and camps with focused outcomes. Reported outcomes of the INSPIRE program include increased school attendance, an increase in the number of Indigenous students reporting that they intend to continue with their education, as well as a new appreciation by students of the positive links between active engagement and learning. Mentors have reported significant skill gains and increased self-confidence and capacity to function in their chosen professions through their involvement in the program.
The INSPIRE Peer Mentoring program is one of many partnership programs between universities and schools in Australia that aim to create pathways into higher education for Indigenous students. Such programs work towards creating better opportunities and outcomes for Indigenous Australians by highlighting the accessibility and appeal of higher education.
In 2007 the Australian Government, recognising the efforts and successes of such programs, funded nine School to University Pathways and three Cross Sectoral Lighthouse projects National Report to Parliament on Indigenous Education and Training, 2007 at a number of universities and organisations across Australia. These projects aim to develop pathways to higher education for Indigenous secondary and mature-age students and will be completed in 2009.
127
Chapter 6 National Programs
This chapter reports on activity in 2007 in the groups that include Indigenous people. These national education and training programs programs are described under six headings: for Indigenous people that were funded by • Indigenous Education Program (section 6.1); the Australian Government. In 2007, most of these were conducted by the then Department • Indigenous early childhood education and of Education, Science and Training until the schooling initiatives (section 6.2); end of 2007 when machinery of government • Other strategic initiatives in schooling changes created the Department of Education, (section 6.3); Employment and Workplace Relations which • Vocational Education and Training initiatives continued administration of these programs. (section 6.4) New arrangements have since been introduced. • Higher Education initiatives (section 6.5); and This chapter reports largely on Indigenous • Other major Australian Government funded specific programs however there are some which initiatives (section 6.6). are targeted more broadly at disadvantaged 6.1 Indigenous Education Program
The Indigenous Education Program (IEP) is the education and training outcomes (see section Australian Government’s major Indigenous 7.2 in Chapter 7). education initiative in 2007. It provides funding In 2007 the main elements of the IEP were: for Indigenous education and training through the Indigenous Education (Targeted Assistance) Act • Supplementary Recurrent Assistance (SRA); 2000 for the 2005-2008 quadrennium. • Indigenous Tutorial Assistance Scheme (ITAS);
For the period 2005-2008, a total of $1,158.9 • Whole of School Initiatives (WoSI); National Report to Parliament on Indigenous Education and Training, 2007 million has been committed to IEP programs • English as a Second Language for and initiatives. Funding is targeted to areas Indigenous Language Speaking Students of greatest need, which include regional and (ESL-ILSS); remote Australia where there are significant • Transitional Project Assistance element of the gaps in educational outcomes between National Indigenous Education Literacy and Indigenous and non-Indigenous Australians Numeracy Strategy (TPA NIELNS) and, toward programs and projects that have • Away-from-base for mixed-mode delivery demonstrated effectiveness in the past. (AFB); IEP funding is supplementary to mainstream • Indigenous education projects; funding and is intended for strategic • Indigenous Youth Leadership Program (IYLP); interventions that will accelerate improvements and in Indigenous student learning outcomes. The • Indigenous Youth Mobility Program (IYMP). Australian Government has an expectation that education providers will contribute funds from their own sources to improve Indigenous
129 For the 2005-2008 quadrennium a total For the 2005-2008 funding quadrennium, of $215.1 million was made available for $506.7 million is available for allocation to allocation to new and ongoing strategic projects government and non-government education which include both capital and non-capital providers in the preschool, school and VET projects and the IYLP and IYMP programs. sectors. These providers report against outcomes in the priority areas of literacy, Details of the IEP elements are provided in this numeracy, educational outcomes, employment, chapter while details of payments made in 2007 professional learning, involvement and are provided in Chapter 7. culturally inclusive curricula. Targets are established against performance indicators 6.1.1 Supplementary in the priority areas and providers submit an Recurrent Assistance annual performance report demonstrating their SRA provides supplementary per capita outcomes against these indicators and targets. funding to education systems and independent preschool, schools and vocational education In 2007, more than $129.4 million of SRA and training providers, and is the largest funding was distributed to 184 education and IEP funding element. SRA aims to accelerate training providers. educational outcomes for Indigenous Australians beyond those which could reasonably be expected from mainstream and own-source funding alone, by focussing provider effort on the priority areas for Indigenous education.
Figure 6.1: The structure of the Indigenous Education Program in 2007
Indigenous Education Program
SRA AFB ESL–ILSS Strategic Projects ITAS Whole of School Initiatives IYLP IYMP
TPA NIELNS Parent School Partnership Initiatives
In-class Tuition Homework Centres National Report to Parliament on Indigenous Education and Training, 2007 Years 9,10, 11 & 12
Remote Indigenous Students
VET Tuition and Tertiary Tuition
130 6.1.2 Indigenous Tutorial For the period 2005-2008, $42 million has Assistance Scheme been committed for the program and in 2007 A total of $214 million has been committed for almost $12.3 million was distributed. ITAS for the 2005-2008 funding quadrennium, Tuition for eligible students can be administered and in 2007, a total of $55.5 million was by the Department (DEEWR Administered) distributed. There are five ITAS elements which or by funded education providers (Provider are summarised below. Administered). Eligible students may receive up to four hours of tuition per week for up to In-Class Tuition 35 weeks in an academic year. In-class tuition (ICT) is provided to assist Indigenous students in Years 4, 6 and 8, who Remote Indigenous Students Tuition did not meet one or more of the Year 3, 5 or 7 Remote Indigenous Students (RIS) Tuition assists literacy or numeracy benchmarks in the previous Indigenous students who leave their remote year’s tests. Flexibility exists within ICT to enable community to attend school in a non-remote the provision of tuition to other Indigenous location or to attend a remote boarding school. students in Years 1 to 9 who are at risk of not It provides supplementary tutorial assistance meeting the relevant literacy or numeracy for eligible Indigenous students and is only curriculum outcome levels for their age. available in the first year students are away from ICT funding is determined using a per capita their remote community. RIS tuition is delivered formula for eligible students, with students in by education providers to eligible students who remote and very remote locations attracting may receive up to four hours of tuition per week higher levels of funding. Tuition is delivered for up to 35 weeks. For the 2006-2008 period, by schools for up to 2.5 hours a week for up $10.4 million is available for allocation and in to 32 weeks per academic year and usually 2007 more than $3.1 million was distributed. takes place during school hours to ensure it supplements classroom programs. Schools are Tuition for Tertiary Students encouraged to involve Indigenous communities Tertiary Tuition provides supplementary tuition to and parents in the process. Indigenous students undertaking tertiary or other approved further education. Eligible students For the 2005-2008 quadrennium, $132 million include those studying university award level has been committed for ICT and in 2007, courses, AQF accredited vocational education more than $30.7 million was distributed to 54 courses, and training courses at ITAS funded education providers. Of these, 13 are classified institutions. Tuition is only available for subjects as remote or very remote and are predominantly in a student’s formal education program located in the Northern Territory and Western and is not usually available for basic literacy, Australia. The remaining non-remote providers National Report to Parliament on Indigenous Education and Training, 2007 numeracy, enabling and bridging courses. delivered ICT in every state and territory. Eligible students may receive up to two hours Year 9, 10, 11 and 12 Tuition of tuition per week per subject and up to Prior to 2007, this ITAS element provided five additional hours during examination supplementary tuition for Indigenous students preparation breaks, with some flexibility to ‘pool’ enrolled in Years 10, 11 and 12. To increase hours over the semester. For 2005-2008, $28 the number of Indigenous students successfully million is available for tertiary tuition and in completing Year 12 however, the Australian 2007, $7.6 million was distributed. Government enhanced the program. In the 2006 Budget, the Government committed Tuition for VET students an additional $15.6 million over 2007 and From January 2007, Indigenous students 2008 to extend the existing program to include undertaking vocational education and training supplementary tutoring for Indigenous Year 9 courses leading to the attainment of an AQF students. The extended ITAS element is known as Certificate Level III or above qualification ITAS Year 9, 10, 11 and 12 Tuition. became eligible for assistance under a new
131 ITAS element – ITAS Vocational Education Homework Centres and Training (VET) Tuition. Eligible Indigenous Homework Centres provide a supervised students may receive up to two hours of environment which encourages Indigenous tuition per week for up to 34 weeks in an students to complete their homework and study academic year. after school hours. They are usually set up in Under this new element, the Australian a school classroom, library or other school Government is providing $12 million over buildings with supervision provided by qualified 2007-2008 to assist eligible VET students with and culturally appropriate staff. The objectives of their education and training. In 2007 more than Homework Centres are to help improve: $1.7 million was distributed. • literacy and numeracy skills of Indigenous school students; 6.1.3 Whole of School • homework and assignment completion rates; Intervention Strategy and WoSI creates opportunities for communities • study habits of students. and parents working with schools and other organisations to improve the educational In 2007, just over $5 million was approved for outcomes of Indigenous school students. It allocation to Centres across Australia. consists of two elements - the Parent School Partnerships Initiatives (PSPIs) and Homework 6.1.4 English as a Second Language Centres (HWCs). In 2007 a total of $27.2 – Indigenous Language million was distributed to education providers for Speaking Students these two elements. The ESL-ILSS program provides intensive English language tuition to Indigenous students from a Parent School Partnerships Initiatives non-English speaking background who are in The program supports innovative approaches their first year of formal instruction in English. which encourage parents of Indigenous Funding is a per capita entitlement for students students, Indigenous communities and schools who meet all of the following eligibility criteria: to work together in partnership to address local • are commencing formal schooling in English barriers to education. PSPIs aim to address at for the first time; least one of the following objectives: • live in communities and homes in which • improve Indigenous school students’ Aboriginal and Torres Strait Islander attendance rates; languages are heard and spoken; • improve Indigenous school students’ literacy • are assessed as unable to participate in the and numeracy skills; classroom in English; and National Report to Parliament on Indigenous Education and Training, 2007 • improve Indigenous school students’ • have not previously attracted an ESL-ILSS retention from Years 10-12 of schooling; payment. • improve the rate at which Indigenous In 2007, a total of $8.74 million was distributed students successfully complete Year 12 or to education providers in Queensland, Western schooling; Australia, South Australia and the Northern • ensure students are ready and inspired to Territory for 2,376 students. Detailed information learn in the school environment; and on outcomes of the program in 2007 is included • strengthen the capacity of parents and the in Chapter 3 (section 3.3.3). community to work with schools to improve educational outcomes for Indigenous students.
To ensure a focus on the students facing greatest need, at least 50 per cent of PSPI funding is targeted to remote schools. In 2007, more than $22 million was allocated for PSPIs.
132 6.1.5 Transitional Project Assistance and employment opportunities in major centres element of the National (host locations). In 2007, 261 young people Indigenous Education Literacy elected to relocate to an IYMP host location to and Numeracy Strategy develop qualifications needed for sustainable TPA NIELNS has the objective of achieving employment in their home communities literacy and numeracy for Indigenous students at or elsewhere. levels comparable to those achieved by non- IYMP participants received assistance with Indigenous students. To qualify for TPA NIELNS accommodation through Aboriginal Hostels funding, education providers are required to Limited while a training and employment submit Implementation Plans with site-specific services provider in each host locations provided initiatives across six key elements. In 2007, career guidance, pathways planning, facilitation almost $4.6 million was distributed to 31 into training, mentoring, and other practical preschool providers, 11 school providers and support. Trade qualifications or qualifications two VET providers. leading to nursing, teaching, accounting and business management were a focus in 6.1.6 Away-from-Base (AFB) recognition of a high demand for these skills in for ‘mixed-mode’ remote communities. delivery program The 2005 Budget provided $23.1 million over ‘Mixed-mode’ AFB provides funding to four years. The 2007-2008 Budget provided an cover travel costs, including fares, meals additional $29.2 million for a further 900 places and accommodation, of students studying to 2010-2011. In 2007 the following outcomes approved ‘mixed-mode’ courses where that were achieved: course requires the student to travel away from their permanent home for a short period of • the IYMP was delivered in ten host locations time. ‘Mixed-mode’ study is a form of tertiary across Australia; education where students undertake accredited • 39 Indigenous Australian Apprentices started courses of study through a combination of courses and at the end of the year 30 (77%) distance education and ‘residential’ periods were either still in-training or had completed of intensive face-to-face teaching. This mode their training; of study allows students to complete courses • as at December 2007, 123 Indigenous in their home communities with occasional students had successfully completed courses; time on campus, and is well-suited for some and Indigenous students. • IYMP provide an average of 200 The funded institution receives per capita accommodation places each day. funding for its eligible students and is National Report to Parliament on Indigenous Education and Training, 2007 responsible for administering the travel and 6.1.8 Indigenous Youth arranging the meals and accommodation of Leadership Program students attending residential schools. IYLP aims to provide Indigenous students, In 2007, $28.4 million was distributed under particularly those from remote areas, with the program to 27 institutions across all states access to additional choice in secondary and and territories, apart from the Australian Capital tertiary education. Through scholarships, the Territory and Tasmania. IYLP supports a number of Indigenous students to attend high performing schools (government 6.1.7 Indigenous Youth and non-government, day and boarding) and Mobility Program universities to complete Year 12 and/or an undergraduate degree. The IYMP provides Indigenous young people (aged 16-24) primarily from remote In 2007, the objectives of the IYLP were to: communities with the opportunity to take • provide up to $15,000 (exc GST) for up Australian Apprenticeships, vocational participating secondary and $6,000 education and training, or higher education
133 (exc GST) for participating university students • 31 Year 12 completions; per year for fees, tuition and accommodation • six secondary scholars selected for tertiary costs so that young Indigenous people, scholarship places in 2008 thereby making generally from remote areas, have the an immediate transition to university opportunity to attend Australian schools and level studies; universities, that offer a wide range of quality • four scholars completed a two-year IYLP educational choices and experiences; and Tertiary scholarship; • deliver practical leadership experiences, • an overall retention rate of 91%; and educational and other support to assist • 23 secondary schools selected (including participating students to develop and the first five government schools) as IYLP fulfil roles as future Indigenous leaders in education providers, increasing the number their communities. to 38. A total of $12.9 administered funding was made Some other developments of the IYLP in 2007 available for 250 scholarships (200 secondary were a joint meeting of key IYLP and Dare and 50 tertiary) over four years, 2006‑2009. to Lead stakeholders to advise on engaging The May 2007 Budget provided administered public schools in the program and to promote funding of an additional $34.3 million over four the IYLP to public schools. In addition, the years to increase the number of scholarship first national student gathering was held in places under the IYLP from 250 to 1,000. Melbourne to offer team building and practical Outcomes of the IYLP in 2007 include: leadership experiences. • 112 new IYLP scholars (98 secondary and 14 tertiary) on two-year scholarships; 6.2 Indigenous early childhood education and schooling initiatives
6.2.1 Successful Learning in the In 2007, $450,000 was provided to Australian Early Years of Schooling — The Parents Council for the delivery of the program. Indigenous Parent Factor Workshops were held in 15 locations nationally The Successful Learning in the Early Years and involved 211 participants. Of these, 130 of Schools: The Indigenous Parent Factor completed the training which enabled them to (IPF) program seeks to increase Indigenous present the workshops to other communities. parents’ knowledge about children and school, working as a positive change agent 6.2.2 National Accelerated National Report to Parliament on Indigenous Education and Training, 2007 for Indigenous parents’ participation in their Literacy Program children’s education and improving linkages for The National Accelerated Literacy Program Indigenous families with school communities (NALP) is intended to operate in 100 Northern and other services. Territory schools between 2005-2008 using the Accelerated Literacy (or Scaffolding Literacy) The program engages Indigenous parents methodology to bridge the educational divide and carers of Indigenous children in the 0-8 between the literacy levels of Indigenous and years age group in sustainable, meaningful non-Indigenous students. partnerships with educators to enhance Indigenous student outcomes. Through The program has a budget of more than community based workshops, IPF identifies $16 million over four years and is jointly and provides further training for Indigenous funded by the Australian and Northern community members to facilitate community Territory Governments. discussions on how to assist their children in their education and in what to expect from schools.
134 Additional funding of over $4.7 million has non-Indigenous students alike have access to been provided by the Australian Government to the same quality of educational experience as support Accelerated Literacy partnerships with would be available to them in any other part of other education providers, including Shalom Australia. The Project has three elements: Christian College in Queensland, 14 Aboriginal • One-on-one tutoring – provides targeted Independent Community Schools (AICS) in one-on-one tutoring of Indigenous students Western Australia, six Catholic Education Office aimed at improving each student’s specific schools in the Kimberley region and twelve areas of need in literacy or numeracy. schools in the Aboriginal Lands District of • Whole-of-Class – conducts accelerated South Australia. learning activities in a classroom context Up to 2007, data collection from students which includes Indigenous students. in Northern Territory government schools • Professional Development – conducts identified achievement of national Year 3-7 professional development in accelerated reading benchmarks according to the school’s learning approaches for teachers and para- Accelerated Literacy implementation phase. professionals in the participating schools. Outcomes achieved in Northern Territory government schools in 2007 include: The Australian Government provided $3 million for the period 2004-2007. Two thirds of • 5,344 Indigenous students in 70 schools this funding is sourced from the Indigenous (80% remote) received targeted assistance Education (Targeted Assistance) Act 2000 and (up from 4,749 Indigenous students in 50 the other third is sourced from the Quality schools in 2006); Teacher Program. The funding split requires that • 550 classroom teachers have been trained two-thirds of the YALP students in the pilot must in the Accelerated Literacy methodology (up be Indigenous. from 442 in 2006); YALP has been extended to the end of 2008 • targeted students participated in the to allow the Project to provide evidence of Accelerated Literacy program for a minimum quantitative outcomes and achievements that of 1.5 hours per day per class; occurred during the initial pilot of 2004-2007. • the average student progress rate for 1,599 students with Independent Reading Level An evaluation of the pilot project was assessments was 1.18 reading year levels undertaken by PhillipsKPA in June 2007. The key annually; and recommendations arising from the evaluation relate to the need for a thorough analysis • 548 students with Test of Reading of student learning outcomes and to ensure Comprehension assessments progressed at the project materials are disseminated to all 1.35 reading year levels per year.
participating schools and education authorities. National Report to Parliament on Indigenous Education and Training, 2007 Any increase over 1.0 reading year level per The evaluation can be located on the DEEWR year is a significant gain for target students website at: who were at least two reading levels below the http://www.deewr.gov.au/sectors/indigenous_ expected level, with many being non-readers at education/publications the time of initial testing. 6.2.4 Dare to Lead: Making 6.2.3 Yachad Accelerated the Difference Learning Project Dare to Lead is delivered by the Principals The Yachad Accelerated Learning Project (YALP) Australia Incorporated (the peak national is a pilot based on an initiative of the Hebrew association of school principals) and represents University of Jerusalem. In Australia, the project principals from state, Catholic and independent targets, in consultation with Project schools, education systems across Australia. Dare to Lead students who are below literacy or numeracy is based on the belief that, in order to effect benchmarks. The Project aims to develop a sustained systemic change in schools, principals number of pilot schools, particularly in rural and must lead the way. remote areas, to the level where Indigenous and
135 Dare to Lead specifically focuses on providing include an extensive website, core issues papers professional learning opportunities to school to teachers and workshops to teachers in all principals to enhance their capacity to use best States and Territories. The primary aim is to practice strategies in teaching Indigenous school influence and equip teachers to ensure that their students and improving the education outcomes teaching focuses on improving outcomes for across Australia. Indigenous students.
This professional development involves a very There are over 50 case studies of best active network of support and exchange of practice in Indigenous education on the What ideas and strategies through forums, structured Works website, with an increasing emphasis information dissemination and key events on the ways in which schools use the What covering a range of topics on Indigenous culture Works materials to effect change. Over 970 and education. These include promoting cultural professional development workshops have been awareness and establishing appropriate school held involving almost 27,000 participating culture; identifying and supporting effective educators. teaching approaches and building community The What Works project is facilitated by the participation and partnerships. consortium of National Curriculum Services and For the 2005-2008 quadrennium, $8 million the Australian Curriculum Studies Association. has been committed to the Dare to Lead project, which is sourced equally from the Indigenous 6.2.6 Deadly Vibe Magazine Education (Targeted Assistance) Act 2000 and Deadly Vibe is a magazine that is provided the Quality Teacher Program. Key achievements free of charge to Indigenous school students of the project in 2007 include: across Australia. It disseminates positive • participation by 4,777 Dare to Lead schools messages about healthy lifestyles, the value of (almost 49% of all Australian schools); a good education and provides information about vocational training, career and • significant improvements in educational employment opportunities. It contains profiles outcomes - national aggregated data for of notable Indigenous identities, features schools that are actively part of the project on Indigenous sport, music and culture and show average improvements of 4.8% in Year targeted information about good health, 5 reading, 8.8% in Year 5 writing and 8.6% education and training. Its strength lies in its in Year 12 completion rates; culturally appropriate format and presentation • establishment of 108 Dare to Lead Action of people and issues in a recognisably Areas across the country (most with Indigenous manner that ultimately makes the 30-40 schools in each Action Area) to magazine more appealing and relevant to facilitate regional strategies and improve
National Report to Parliament on Indigenous Education and Training, 2007 Indigenous Australians. the educational outcomes for Indigenous students; In 2007, the Australian Government provided • conduct of 77 leadership seminars and $387,000 to Vibe Australia for the production workshops with a total of 3,930 participants; and distribution of the Deadly Vibe magazine. A and minimum of 30,000 copies of each issue were distributed to schools with Indigenous students • a tri-state conference - held in Alice Springs during 2007. in March 2007. In addition to supplying copies of the magazine, 6.2.5 What Works Deadly Vibe runs a number of literacy, numeracy The What Works project delivers workshops and school attendance competitions, cementing to teachers of Indigenous students to initiate the magazine’s appeal with both teachers change in teaching practices and to accelerate and students alike. To supplement these improved educational outcomes for Indigenous competitions, Vibe Australia also prepares, students. Its main intent is to prompt best designs and uploads monthly classroom activity practice in teaching of Indigenous students sheets targeting Indigenous students from by providing best practice resources which kindergarten through to Year 10, which assists
136 teachers in using the publication in a structured of the participants and improvements in way, both inside and outside the classroom. numeracy outcomes for 46% of participants; The Deadly Vibe magazine can be found at and www.vibe.com.au • for students in Years 11 and 12, there was overall academic improvement recorded for 6.2.7 Sporting Chance Program 47% of participants. The Sporting Chance Program is an Australian Thirty two Indigenous people were in Government initiative that uses sport as a employment in academies in 25 full time vehicle to increase the level of engagement equivalent positions, which comprises 40% of Indigenous children and young people in of full time equivalent employees. Forty three schooling. The four-year program to June per cent of delegates on academy Advisory 2010 has two elements - school-based sports Committees are Indigenous people. academies for secondary students, and education engagement strategies for primary and secondary school students. The objective of 6.2.8 Ian Thorpe’s Fountain both elements of the Program is to encourage for Youth Trust Literacy positive educational outcomes for Indigenous Empowerment Project students (boys and girls) through sport Ian Thorpe’s Fountain for Youth Trust has been and recreation. working to improve Indigenous education and health outcomes of Indigenous children in the Following assessment of the first round of remote Jawoyn communities east of Katherine funding applications, thirteen academies located in the Northern Territory. Its projects combine across metropolitan, regional and remote early learning, support for literacy and pride in regions of NSW, Queensland, SA, WA and the culture, as well as specific life skills training to NT, were announced in March 2007. A second develop a path out of poverty, poor health and round of funding applications was held late in welfare dependency. 2007 with the expectation that the remaining academies will commence operations in Australian Government funding, which in early 2008. 2007 was $1.0 million, has been used to operate four interrelated projects aimed A total of $17.8 million has been committed primarily at Indigenous children in the Jawoyn to the Program over four years - $13.5 million communities, including: for school-based sports academies and $4.3 million for engagement strategies. In 2007, • Early learning at Women’s Centres (the approximately $1.9 million was provided to provision of pre-school and early learning support the school-based sports academies materials for use by young mothers);
during their implementation phase. • Life-skill education (with a focus on maternal National Report to Parliament on Indigenous Education and Training, 2007 and childhood health); More than 1,000 students participated in • Literacy backpacks (which contain books for these school-based sports academies in 2007. children and additional reading material Qualitative reporting indicates that there was designed to help their parents to stimulate significant positive impact on many of the the children’s interest in reading; and students, their parents and their communities during this early stage of the program. • Children’s cultural support (training of Jawoyn children for the annual “Walking with Attendance and academic progress data Spirits” Festival at Wugularr). provided by schools in partnership with the academy providers indicate that: In 2007, the Literacy Empowerment Project provided literacy backpacks and a regular • aggregated attendance figures varied from supply of books, magazines and newspapers to 56% to 91% with an average of 77% in 1,558 Indigenous children and their families. Semester 1 and 76% in Semester 2; • for students in Years 7-10, there was improvement in literacy outcomes for 50%
137 6.2.9 Community Festivals for The administration of the program is conducted Education Engagement through a whole-of-government approach The Community Festivals for Education with DEEWR as the lead agency, to ensure Engagement are events held in rural and remote effectiveness of the Australian Government communities around Australia for primary and contribution. The Australian Government secondary students and while they are open provides up to $3.05 million annually to 2010 to all young people, they specifically target for this ongoing program. The producer of the Indigenous students. The program aims to events is required to secure additional funding encourage healthy, positive life styles free from from other sources such as state and local drugs and alcohol, and promote community governments, philanthropic organisations and development, through involvement in the corporate Australia. planning, delivery and servicing of these events. 6.2.10 Books in Homes In 2007, approximately 16,500 students from in Murdi Paaki 136 schools and community groups were The Books in Homes program continued to involved in the Festivals, together with 756 provide free books to school students in the teachers and support staff. Festival events were Murdi Paaki region of western and northern held in: New South Wales. The program provided nine • Thursday Island; free books to approximately 6,000 students (Kindergarten to Year 6) in 50 Murdi Paaki • Derby and Mullewa, Western Australia; schools in Term 4 of 2006 and in Terms 1 and 2 • Port Augusta, South Australia; of 2007, at a cost of $470,000. • Kempsey and Dubbo, New South Wales; and The project is managed on behalf of • Shepparton, Victoria. the Australian Government by the Alan Duff Charitable Foundation for Books in Homes Australia. 6.3 Other strategic initiatives in schooling
6.3.1 Country Areas Program • transport and accommodation to access state The Country Areas Program (CAP) provides capital cities; and quality learning outcomes for rural and • professional development for teachers geographically isolated primary and secondary and aides on the delivery of education to school students. CAP funding is supplementary, Indigenous students.
National Report to Parliament on Indigenous Education and Training, 2007 to cover the additional costs associated with schooling, resulting from geographic isolation. 6.3.2 National School Drug Funding is allocated to state and territory Education Strategy — government and non-government education Indigenous, Rural and authorities, to be distributed according to the Remote Initiative priorities they have identified. The National School Drug Education Strategy Indigenous Rural and Remote Initiative (NSDES • In 2007, more than $361,000 was provided IRRI) funds projects and activities that assist under the program for projects assisting school communities in rural and remote areas Indigenous students from government and of Australia to more effectively address drug non-government schools. These projects related issues for their students and families. provided assistance for the costs associated There is a particular focus on supporting with: Indigenous young people. • activities to engage Indigenous students to encourage school retention; The NSDES IRRI seeks to meet the diverse • purchasing of Indigenous specific literature; needs of school communities through supporting projects that address locally identified circumstances and needs and which
138 highlight effective drug prevention, intervention to meet the needs of all young people in their and education strategies. It also seeks to region and include developing strategies contribute to the development of good practice for students with a disability, Indigenous approaches, a sound evidence base, and body students and students from culturally and of knowledge about what constitutes effective linguistically diverse backgrounds. In 2007, school drug education in these communities. there were 129 LCPs in 213 LCP Service Regions Project activities and processes are documented across Australia. so that what works is known and available to Local Community Partnerships link with industry other school communities. and employer groups, schools, professional The initiative encourages a strong collaborative career advisers, community organisations, cross-sectoral approach by state and territory parents, young people, youth service providers government and non-government education and other government organisations to authorities which has facilitated partnerships provide career development and the following between key stakeholders in a complex area transition programs: of need. Structured Workplace Learning From 2006 to 2008, $1.1 million was allocated to projects that assist remote Indigenous The Structured Workplace Learning Program communities, primarily in the central desert (SWL) gives students learning opportunities region of Australia, where funding was used to in a real or simulated workplace. In most deal with issues arising from volatile substance cases, the skills they learn are assessed and misuse, including petrol sniffing. the competencies they achieve are recognised nationally by industry and education systems. In 2007, an organisation receiving IRRI funding reported that 92% of the young people who Career and Transition Support were using volatile substances (primarily petrol) Through the Career and Transition Support had re-engaged with the education process to Program, LCPs help young people access a varying degrees over the 25 school weeks since range of career development and transition the commencement of the program, and most support programmes in their local area. They were able to stop the substance abuse. work with schools, parents, local businesses and In two boarding schools, students who were career associations to improve the quality of vulnerable to substance abuse, self-harm career development and transition support for and suicide were targeted. The schools communities in their region. implemented well-being assessment tools to determine students who were at risk and were Adopt a School Program subsequently able to offer them treatment in the Local Community Partnerships encourage National Report to Parliament on Indigenous Education and Training, 2007 forms of counselling, drug education, resilience businesses to ‘adopt’ a school(s) so they building, building family connections and can give young people hands-on learning educational re-engagement. experiences in a specific industry sector- preferably an emerging sector or one where The initiative has also enabled the sharing and there is a skills need. The Partnerships are dissemination of good practice approaches in supported by their Regional Industry Career the delivery of effective school drug education, Advisers. In 2007, 765 Indigenous students such as those outlined above. participated in an Adopt a School project.
6.3.3 Local Community Partnerships Overall in 2007, funding of $40.339 million Local Community Partnerships (LCPs) are not- was provided to LCPs to facilitate the three for-profit community-based organisations that career and transition programmes. In 2007, help 13 to 19 year-olds gain skills, experience 1,764 Indigenous students participated in LCP and professional guidance to make a successful facilitated SWL Category 1 and 575 Indigenous transition through school and onto further students participated in LCP facilitated SWL education training and employment. They aim Category 2 across Australia.
139 6.3.4 Youth Pathways 6.3.5 Connections Youth Pathways is an initiative that assists young In 2007, Connections replaced the Partnership people aged 13 to 19 years who are the most Outreach Education Model (POEM) Pilot. at risk of not making a successful transition Connections is an initiative under the auspices through school to further education, training of Career Advice Australia and assists young and employment. It aims to reduce the number people, aged 13 to 19, who are disconnected of early school leavers who are not in further from mainstream education and who, without education, employment or training in the 12 assistance, are at high risk of not making months after leaving school. Specifically it a successful transition to further education, aims to increase the number of young people training or full-time employment. Young people completing Year 12 or its equivalent. who are eligible for Connections also face personal and social barriers which prevent Youth Pathways provides intensive, individualised their engagement with education. The Program case management assistance and support which provides full-time and part-time support for may include, but is not limited to: young participants.
• personal one-on-one assistance to identify In the 2006-07 Budget, the Australian strengths, goals and barriers; Government committed $34.9 million to the • individualised assistance and guidance to Program for the period 2007-2010. It will help overcome barriers; operate in 60 regions across Australia and will • support to achieve goals; and assist more than 3,000 disconnected young • other services aimed at better equipping people each year to re-engage with education. participants to successfully transition through In the 2007-08 financial year, $7.06 m funding school and from school to further education, was provided for the operation of the Program. training or employment. Connections commenced in April 2007, and there are currently 55 of the 60 regions serviced Youth Pathways is delivered through a network of by contracted providers nationally. Key outcomes service providers in 100 service regions across of the Program in 2007 include: Australia and in 2007, received an increase in funding through the Mental Health Initiative to • successfully engaging previously over $37 million per annum. disconnected young people and helping them to establish regular attendance patterns In 2007, more than 30,000 young people were at Connections; assisted through Youth Pathways and of those, • assisting young people to develop a approximately 3,600 (or 12%) were identified Transition Plan that outlines personal and as Indigenous Australians. Of the Indigenous educational goals whilst in Connections and participants with a known outcome upon exiting National Report to Parliament on Indigenous Education and Training, 2007 beyond; the program, approximately: • helping young people to develop the • 76% had remained in or returned to school; education levels, life and employability • 7% were engaged in other education or a skills through participation in accredited training; and education; • 6% were engaged in other productive • assisting young people to overcome activities (that is, Job Network or barriers that prevent them from engaging in employment). mainstream education; and • assisting young people to develop new The outcomes for Indigenous participants are pathways including returning to school, comparable to those from the non-Indigenous enrolling in TAFE, apprenticeships or cohort, which is a demonstration of the success other further education courses or finding of the program for Indigenous young people. employment.
During its first year of operation, 2,275 young people were assisted under the Program and of these, 422 (18.5%) were Indigenous Australians.
140 6.4 Vocational Education and Training initiatives
6.4.1 Joint Indigenous Funding Pool 6.4.2 Language, Literacy and The 2005-08 Commonwealth-State Agreement Numeracy Program for Skilling Australia’s Workforce established The Language, Literacy and Numeracy the Joint Indigenous Funding Pool (JIFP). The Program (LLNP) provides language, literacy and JIFP strategically targets funding to maximise numeracy training for eligible job seekers whose education and training opportunities and skills are below the level considered necessary improve vocational education and training to secure sustainable employment or pursue outcomes for Indigenous students. further education and training. The Program seeks to improve clients’ language, literacy States and territories manage the and/or numeracy with the expectation that such implementation of the JIFP in their jurisdiction improvements will enable them to participate and run competitive processes against more effectively in training or in the labour agreed national eligibility criteria to identify force and lead to greater gains for society in the providers who have a proven track record longer term. in delivering successful training outcomes to Indigenous Australians. Changes to Community Development Employment Programs (CDEPs) and the The Australian Government provides accelerated removal of the Remote Area $3.8 million per annum to the JIFP. States and Exemption from activity tested income support territories agreed to match the funding provided, recipients has seen LLNP receive additional bringing the total funding to $23.3 million over funding in 2007/08 to deliver additional training 2006-2008. Funds are distributed based on the places in the Northern Territory as part of the Indigenous working age population. Northern Territory Emergency Response (NTER) In 2007, funding has been committed to with the aim of building stronger engagement 76 organisations to train over 4,200 Indigenous with Indigenous clients and communities to students at the AQF Certificate I to IV level ensure a better understanding of LLNP benefits. in a range of industry areas including aged Overall funding for 2007 was $57.456 million care, business, building and construction, and for 2007/08, a total of $7.932 million information technology and conservation and has been allocated to deliver an additional land management. 600 training places as part of the NTER. An example of the program in 2007 is the These additional places seek to provide Redfern Waterloo initiative in Sydney where training to Indigenous Australians to improve their language, literacy and numeracy skills 14 Indigenous students completed AQF National Report to Parliament on Indigenous Education and Training, 2007 Certificate I and III level qualifications. This to achieve sustainable employment and/or initiative developed with the Redfern Waterloo undertake further education and training. It Authority providing young Indigenous students also supports the training of adult language, in the Redfern area with pre-vocational skills, literacy and numeracy trainers in the Northern mentoring support, and the opportunity to gain Territory to ensure a suitable pool of qualified apprenticeships with companies working on the trainers exist to deliver the additional training Redfern redevelopment. Following completion LLNP places. of the course, nine students were in employment In 2007, LLNP had 2,552 Indigenous jobseeker and one gained an Australian Apprenticeship. referrals of which 835 commenced training. Almost all of these commencements are in the literacy and numeracy stream of the program.
141 6.4.3 Workplace English Language approval by the Board as a result of receiving and Literacy Program WELL training. The Workplace English Language and Literacy • At an Indigenous Aged Care facility in (WELL) Program funds organisations to provide Victoria staff members are now well informed workers with English language, literacy and of the requirements of the accreditation numeracy (LLN) training linked to job-related process, have improved their practices in a workplace training. WELL is designed to number of areas including providing a more help workers meet their current and future diverse and responsive activities program employment and training needs with the training and have increased their knowledge of jointly funded by the Australian government health issues such as diabetes, dementia, and the employer. Some funds are used for the and dental care. development of LLN training resources as well • Two resource products have been funded as strategic projects with a national focus, to specifically for Indigenous people. These are encourage industry involvement in addressing a resource for Indigenous Primary Health LLN issues. Care Workers in the community services and health sector and one to assist Indigenous In 2007, approximately $15 million was workers successfully complete financial provided including $2.7m specifically allocated planning and management competencies for 44 projects that included Indigenous from the Certificate IV in Business participants in all states and territories except (Governance). the Australian Capital Territory. These projects addressed areas including health, local 6.4.4 Group Training Australian government, education, construction, small Apprenticeships Targeted business, retail trade, community development Initiatives Program and property and business services. Indigenous Projects Approximately 5% of WELL participants in The Group Training Australian Apprenticeships 2007 were Indigenous. Examples of program Targeted Initiatives Program (TIP) funds outcomes for the Indigenous participants were registered Group Training Organisations as follows: (GTOs) to undertake projects to generate quality Australian Apprenticeships opportunities, • At a manufacturing plant in New South and employ Australian Apprentices in priority Wales, the staff are now more flexible and areas that would not otherwise happen without able to undertake a wider range of tasks. intervention. Priority target areas include (but are There has been an improvement in quality not limited to) Indigenous Australians. standards with lower rework levels, improved communication with the company and a Group training is an employment and training National Report to Parliament on Indigenous Education and Training, 2007 greater awareness and compliance with arrangement whereby a GTO employs quality assurance and OH&S issues. Australian Apprentices under an Apprenticeship/ • At a project in a national park in the Traineeship Training Contract and places them Northern Territory employees have increased with host employers. Under this contract, the their skill levels and self confidence and GTO undertakes the employer responsibilities requested other training to allow them to for the quality and continuity of the Australian either progress within the organisation or for Apprentices’ employment and training. personal reasons. Overall TIP funding in 2007 was $2.2 million • A significant number of employees at Gurriny over 39 projects and of this, $675,000 (30%) Yealmucka Health Service in Queensland was Indigenous specific funding which was have now enrolled in external courses spread over 24 projects. that include business, health promotion, community welfare, business administration Of the 23 TIP projects commenced in late 2007, and finance. Employees are also engaged 17 (74%) had an Indigenous component. in developing customer service policies for
142 A significant development that occurred in 2007 because it is not mandatory for participants to was the Australian Apprenticeship Pathways disclose their status as Indigenous Australians, for Indigenous People project. It aims to recruit the number of Indigenous participants in the and place with host employers, 50 Indigenous Access Program may be higher than reported. Australian Apprentices in industries in the Twenty eight per cent of Indigenous participants Northern Rivers region of NSW, the Gold Coast achieved successful outcomes with 65% (129 and Brisbane areas, concentrating on AQF participants) of these outcomes being Australian Certificate Levels II and III. Apprenticeship or Traineeships and 35% being Two Indigenous Mentors/Employment in full time or part time employment or further Consultants were recruited to work on bringing education and training. in Indigenous applicants, mentoring participants Forty two per cent (54 participants) of the through to a successful outcome and contacting Australian Apprenticeships/Traineeships the local Indigenous communities and making achieved by Indigenous participants were in Skill them aware of the project. They will also ask Shortage occupations. the local Indigenous communities for their assistance with local community members who may be seeking employment, encourage 6.4.6 Industry Training Strategies training and promote the value of undertaking Program – Indigenous a Traineeship or Apprenticeship. The project Regional Projects attracted 15 participants in 2007 and it is Indigenous Regional Projects (IRP) is one of the expected that the target of 50 Indigenous four elements of the Industry Training Strategies Australian Apprenticeship outcomes will be met Program which provides a strategic, focussed by the conclusion of the project in January 2010. response to industry based vocational education and training. IRP funding is directed towards 6.4.5 Australian Apprenticeships innovative projects that focus on improving Access Program VET outcomes for Indigenous Australians and providing them with appropriate skills The Australian Apprenticeships Access Program development which leads to sustainable provides pre-vocational training and support employment outcomes. The annual budget to assist vulnerable job seekers who experience allocation for the program is $1.4 million. barriers to skilled employment to obtain and Outcomes achieved by projects in 2007 include: maintain an Australian Apprenticeship or alternatively, a job seeker may be supported into • Eighteen Indigenous women previously employment, further education or training. The disengaged from education were supported program provides training which is nationally to achieve an AQF Certificate I in General recognised, based on labour market needs and Education for adults in Bairnsdale, Victoria. linked to an Australian Apprenticeship pathway. Participants overwhelmingly reported and National Report to Parliament on Indigenous Education and Training, 2007 demonstrated increased self confidence and Participants include Indigenous Australians, self esteem. the long term unemployed, mature-aged workers re-entering the labour force and • Nationally recognised training outcomes people with disability. The Access Program were achieved for thirteen Indigenous includes a minimum of 13 weeks intensive steel fixers in the Mackay/Bowen region job search assistance and 13 weeks post of Queensland with the majority gaining placement support. employment, mainly in the construction industry. Additional outcomes include In 2007, almost $21.8 million was expended a blueprint for similar programs on the Access program with 9,285 jobseekers and ongoing Indigenous business participating in the program and 40% of development opportunities. participants achieving successful outcomes. • Ten Indigenous participants from Hammond Of the 9,285 participants 7.6% (706 people) Island and Palm Island achieved an AQF identified themselves as Indigenous Australian Certificate II in Rural Operations and were participants. However, it should be noted, that
143 employed by their local councils as animal • Youth Education Centre (YEC) — Magill, management workers. The participants South Australia achieved personal confidence by having their • Yarrabah Community Skill Centre — skills recognised by their communities. Yarrabah, Queensland. • Twelve Indigenous participants achieved an Given that VIIP is an infrastructure program, AQF Certificate II in Conservation and Land bringing projects to the point where training can Management, with training being delivered be offered is important and the opening of five on land owned by the Kooma traditional projects in 2007 that allow greater opportunity owners in Queensland. Effective mentoring for Indigenous Australians to access and was a key component to the successful undertake VET training is significant. DEEWR retention of participants. has encouraged continuing progress of the • ‘Mentoring Indigenous Trainees’ AQF construction, redevelopment and equipping of Certificate III was delivered to 253 projects approved in 2006 and earlier years. participants. Many VIIP funded VET facilities are located • An online English literacy program in remote places and construction times can designed to support Indigenous adults in be lengthy. remote locations to achieve VET outcomes was developed. 6.4.8 Australian Flexible Learning Framework 6.4.7 National Training 2007 – the Indigenous Infrastructure Program Engagement Project The National Training Infrastructure Program The Indigenous Engagement Project was provides funding for the purchase, construction an Australian Flexible Learning Framework and fit out or refurbishment of facilities project in 2007. The Framework provides developed for the delivery of VET. There are the VET system with the essential e-learning three components to the program - Industry Skill infrastructure and expertise needed to respond Centres, Skills Centres for School Students and to the challenges of a modern economy and VET Infrastructure for Indigenous People (VIIP). the training needs of Australian businesses and workers. VIIP funding provides capital assistance to Indigenous communities and VET providers The Indigenous Engagement Project contributes to facilitate increases in the numbers of to improving employment futures for Indigenous Indigenous people undertaking VET training. people by advancing skills through e-learning. VIIP Skill Centre funding also aims to increase The Project endeavours to support the use of the capacity of Indigenous communities to be e-tools to develop the skills and capacity of
National Report to Parliament on Indigenous Education and Training, 2007 sustainable and self determining. Indigenous people in all contexts, including rural, remote, very remote and provincial. The VIIP component of the program operates Achievements in 2007 include but are not on a notional ‘national pool of funds model’ limited to: that allocates funds to nationally prioritised projects. Projects are funded through an annual • training 39 new mentors, champions and competitive funding round and in 2007, total trainers in 14 locations across Australia in VIIP funding was $4 million. The following a wide range of skills including e-learning projects were opened in 2007 allowing the voice technologies; delivery of training to proceed: • successful completion of the Jobs for our • Thankakali Training Centre - Broken Hill, Mob course by 34 trainees, who have New South Wales subsequently secured employment in the mining and civil construction industries. The • Monaroo-Bobbera-Gudu Cultural Heritage learning model outlined in that course has Keeping Place - Eden, New South Wales since been adopted by Construction Training • Yarnteen Creative Enterprise Centre - Queensland to be implemented in all major Newcastle, New South Wales
144 civil and infrastructure projects involving 6.4.9 Training Initiatives for Indigenous employment; Indigenous Australians • establishment of 28 partnerships between in Regional and Remote Indigenous communities/organisations, Communities universities, VET providers and industries, The Training Initiatives for Indigenous Adults in contributing to successful delivery of training Regional and Remote Communities Program programs; and (TIFIARRC) is a COAG initiative and was • winning of a number of awards. implemented in 2007. The initiatives support Indigenous access to further education and Increase in self esteem was observed in training opportunities, including through numerous projects which in turn, led to Work Skills Vouchers, in Queensland, increased levels of e-learning training and a Western Australia, South Australia and the willingness and confidence to step into higher Northern Territory. levels of structured training. TIFIARRC provides funding to attract, engage The network of Indigenous Project Champions and support Indigenous adults in regional ensured the embedding of e-learning activities and remote communities to access vocational into formal VET systems and outcomes education and training opportunities, including for Indigenous people. The use of Project the Australian Government’s additional training Champions and mentors in tele-centres in the places as part of Skilling Australia for the Future remote Western Australian wheat belt area policy. Preference is given to training that has ensured further introduction and use of results in, or is linked to, AQF Certificate II or technologies in remote locations that were not above qualifications. previously engaged. The Australian Government has committed The use of the Jobs for our Mob CD to engage $21.4 million over four years to this initiative, students from Palm Island to gain employment with the participating jurisdictions jointly in the civil construction area in the Queensland contributing matched funding. In 2007-08, mining industry was also well received and they matched the Australian Government’s acknowledged nationally as award-winning contribution of $3.5 million. Funds are allocated innovative training. to the states on an estimated Indigenous resident The Indigenous Engagement Project received population distribution basis. funding of $0.78m in 2007.
6.5 Higher Education initiatives National Report to Parliament on Indigenous Education and Training, 2007
6.5.1 Higher Education Indigenous to receive ISP grants in any one year, Table A Support Program higher education providers must demonstrate to The Indigenous Support Program (ISP) operates the Department that they have: under the Higher Education Support Act 2003. • implemented strategies for improving the It provides additional funding to eligible higher access, participation, retention and success education providers to assist in meeting the of Indigenous Australian students; specific needs of Indigenous students and to • worked to increase the participation of advance the goals of the AEP. Indigenous people in their decision-making Grants are allocated to higher education processes; and providers to support activities such as the • an Indigenous employment strategy. establishment of Indigenous Education Units, study skills assistance, personal counselling Eligible providers are allocated ISP funds and cultural awareness activities. To be eligible according to objective indicators of actual performance using the Department’s annual
145 higher education student statistical collection. In 2007, approximately 31,000 Commonwealth The following formula is used to distribute funds: Learning Scholarships were awarded and of these, 1,041 (3.4%) went to Indigenous students • student participation (measured in equivalent - 715 CECS, 255 CAS and 71 scholarships to full time student units) – 50%; cover both education costs and accommodation. • student progress (weighted by student load) – 35%; and In the 2007-08 Budget it was announced that there would be 2,000 new scholarships a • number of award courses completed – 15%. year for students to study a two-year associate Reporting on the expenditure of the funds by degree as a pathway to a full degree, and higher education providers must include the 910 scholarships for an additional year for amount provided to an Indigenous education Indigenous students to undertake an approved unit. Providers’ annual Indigenous Education enabling course. The 2007-08 Budget also Statements are examined to provide evidence of provided funding for 1,000 Indigenous Access these initiatives. Scholarships per year (valued at $4,080 in 2008) to assist Indigenous Australians wanting In 2007, ISP funds to the 39 eligible higher to access higher education, particularly those education providers totalled $31.645 million. who need to relocate from regional and remote areas. 6.5.2 Commonwealth Learning Scholarships 6.5.3 Indigenous Staff in higher education Scholarships Program The Commonwealth Learning Scholarships The Indigenous Staff Scholarship (ISS) Program program was introduced in 2004 and provides was established for Indigenous staff (academic assistance to students from low socio-economic or general) who have actively encouraged backgrounds, including Indigenous students Indigenous students to participate in higher and students from regional and remote areas, education and complete their courses. with costs associated with higher education. The program has two key components: Each year ISS applications for study in the following year are called for through • Commonwealth Education Costs Scholarships advertisements in the media. ISS are awarded (CECS) which assist students with general on merit as determined by the Minister following education costs for up to four years and in advice from the Indigenous Higher Education 2007 were valued at $2,120; and Advisory Council. Preference is given to people • Commonwealth Accommodation Scholarships undertaking postgraduate awards and people (CAS) which assist students from regional and who have not previously been in receipt of remote areas who have to move to attend
National Report to Parliament on Indigenous Education and Training, 2007 an ISS. higher education with their accommodation costs for up to four years. In 2007 these were The scholarships enable staff to take one year worth $4,220. of leave from their employment to undertake full-time higher education study in their chosen All Commonwealth Scholarships are indexed academic or professional area. This recognises annually and are not treated as income for their commitment to assisting students in higher Social Security pensions and allowances, education and enhances their own academic including ABSTUDY. and/or professional training. The Government allocates funding for Five national scholarships are awarded annually Commonwealth Scholarships annually to and in 2007 each scholarship provided higher education providers who determine their $22,300 as a stipend, paid fortnightly to the own application and selection processes in scholarship holder, and $11,100 to cover tuition line with broad Government Commonwealth fees and/or student contribution amounts. Scholarship guidelines. The total grant amount for the ISS ($167,000 in 2007) is indexed annually.
146 6.5.4 Endeavour Awards 6.5.5 Fulbright Indigenous The Endeavour Awards is the Australian Scholarship Government’s internationally competitive, merit- In 2007 the Australian Government provided based scholarship program enabling citizens support for the Fulbright Indigenous Scholarship. of the Asia-Pacific, Middle East, Europe and The Scholarship was established to support the Americas to undertake study, research or and recognise young Indigenous leaders’ professional development in Australia. Awards commitment to achieving excellence, while are also available for Australians to do the seeking an international perspective and same abroad. collaboration through their studies.
In 2007 the Endeavour Research Fellowships The Fulbright Indigenous Scholarship is open for Indigenous Australians were introduced. to an Indigenous postgraduate or postdoctoral These Fellowships provide financial support scholar to undertake a research or study for Indigenous postgraduate students and program in the United States and is available postdoctoral fellows to undertake short-term in any field of study. For a postgraduate student research (4-6 months) in any field of study, it may be accredited towards an Australian in a participating country in the Asia-Pacific higher degree, or to enrol in an American or Middle East. At least four Fellowships are higher degree, or for a postdoctoral scholar to available annually. undertake a program of research.
The 2007 Fulbright Indigenous Scholarship was awarded to Julie Owen of the University of Western Australia to undertake research at Arizona State University.
6.6 Other major Australian Government funded initiatives
6.6.1 Aboriginal Study Assistance Secondary school students who live at home Scheme (ABSTUDY) may be eligible for a means-tested living ABSTUDY assists Aboriginal and Torres Strait allowance once they turn 16 years of age. Islander students who want to stay on at Secondary students who cannot access schooling secondary school or go onto further studies. on a daily basis may be eligible for assistance It was introduced in 1969 to overcome to board away from home to attend school. the severe educational disadvantage ABSTUDY is a demand-driven scheme and all experienced by Indigenous Australians and eligible applicants receive assistance. National Report to Parliament on Indigenous Education and Training, 2007 has the dual objectives of equity of access and For the financial year 2007-08, funding of financial support. $116.8 million was provided for secondary ABSTUDY provides a means-tested Living students and $51.9 million for tertiary students. Allowance and a range of supplementary As at June 2007 there were 26,291 school benefits for eligible Indigenous full-time students and 8,046 tertiary students in receipt secondary and tertiary students. Part-time of ABSTUDY (note that numbers of ABSTUDY students can access some supplementary recipients are now reported as at June each benefits. Assistance is also available for a very year, which brings reporting in line with that small group of primary school students who live used for Youth Allowance and Austudy). at home but cannot access secondary schooling. To be eligible for assistance a primary school student must be at least 14 years of age on 1 January in the year of study.
147 6.6.2 Council of Australian Beyond the human capital successes, much has Governments (COAG) - been achieved on the ground in Murdi Paaki Whole of Government in terms of innovative approaches to address Indigenous Initiative community priorities and real outcomes for the In December 2007, a five-year Council of Indigenous Australians of the region. Tangible Australian Governments’ (COAG) trial in the outcomes in the region have included: Murdi Paaki region of far west New South • improvement in literacy outcomes - from Wales came to a close. Murdi Paaki was one 2005 to 2006 the number of Murdi Paaki of eight trial locations established to try a new Indigenous students in the lowest literacy approach to Indigenous service delivery that band in Years 3 and 5 decreased by 16% saw governments, at all levels, working together and 6% respectively, and the number in to deliver more flexible programs and services the higher literacy bands increased by 3% for Indigenous Australians. DEEWR and the and 7%; NSW Department of Education and Training • increased TAFE enrolments where between (DET), worked in partnership with the 16 2002 to 2007, Indigenous enrolments in major Indigenous communities of the region to increased by 14%, from 1,480 to 1,718; and improve outcomes for the Indigenous people of the region over the period. • better participation and attainment where the number of students aged 15-19 engaged in Since 2003, the Australian Government education in the Bourke Indigenous Regions, committed funding of $8.798 million in the a major area of the Murdi Paaki region, Murdi Paaki region with DEEWR providing increased by 14%; who had completed Year $4.185 million to support projects, including 11 or 12 rose by 32%; with a Certificate $2.104 million for specific projects related to grew by 71% to 432; with a Diploma grew Shared Responsibility Agreements. by 50% to 102; and with a Bachelor degree grew by 44% to 79. Significant outcomes have been delivered in Murdi Paaki. One of the key successes has been There were significant Improvements in the strengthening of governance and leadership community safety with crime across a number of skills of the communities in the Murdi Paaki key categories such as domestic violence, theft region. In 2006 an independent evaluation of and break and enters showing decreased levels the trial recognised this and reported that: of activity.
among stakeholders familiar with the COAG Health indicators for the region have also trials elsewhere in Australia, Murdi Paaki is improved. For example, Murdi Paaki is the regarded as the most advanced trial site in only region in NSW where rates of hospital terms of community capacity and governance. separation for cardiovascular disease improved National Report to Parliament on Indigenous Education and Training, 2007 between 1993 and 2005. There has also been an increase in the capabilities of the government agencies involved On the cessation of the Murdi Paaki COAG trial in the trial. The same independent evaluation in December 2007, the Department of Families, found that all levels of government and Housing, Community Services and Indigenous community were better able to work together to Affairs and the NSW Department of Aboriginal deliver coordinated responses to community- Affairs, became the government leaders in the identified needs. Murdi Paaki region.
148 6.6.3 Indigenous Flexible • strengthening Indigenous skills and capacity Funding Pool both in terms of direct education and training As part of the 2006-07 Federal Budget the avenues but also more broadly through Australian Government announced that eight leadership and governance development key portfolios would contribute a minimum of approaches – for example, the Murdi Paaki $75 million over four years towards flexible Young Aboriginal Leaders Project which funding to support Indigenous communities provided increased support and opportunity through agreements and strategic interventions. for young Indigenous students to build their The former DEST’s contribution towards the leadership and community governance skills; initiative was set at $2.85 million per annum or and a total of $11.4 million over the four years. • familiarisation and exposure approaches that offer education or training pathways The Indigenous Flexible Funding Pool (IFFP) students might not normally have access to supports Departmental staff working in in their community. For example, the SciTech partnership with the Indigenous Coordination - Indigenous Science Education Project Centres and Indigenous communities, to use in Western Australia delivered a science flexible funding to enable the development and education program tailored to the needs of implementation of local and regional projects Indigenous communities across the state. that contribute towards improving education and Over 2,300 students and 200 teachers from training outcomes for Indigenous Australians. more than 40 schools participated in the activities, with the program being very well The IFFP is a distinctively flexible program received by local communities. which is able to respond to locally identified Indigenous communities’ education and training More broadly the IFFP has offered DEEWR staff needs. In 2007 each of the 42 IFFP projects working directly with Indigenous communities undertaken had unique ways of responding to with the opportunity to develop in collaboration specific community education and/or training with communities, holistic, flexible, whole needs. Some projects sought to improve of government projects directly targeted at education and training outcomes through: local needs. • building and strengthening partnerships between community and key service providers, such as community workshops which brought community and governments together to develop collaboration partnerships, strategies and initiatives towards addressing Indigenous disadvantage; National Report to Parliament on Indigenous Education and Training, 2007
149 Queensland Catholic Education Commission Brisbane, Queensland
Harmony in Between
The “Harmony in Between” project is an initiative of the Diocese of Rockhampton. It is focussed on presenting authentic Indigenous Perspectives, both historical and contemporary, to all learners. The project challenges all members of our Education community to engage with Indigenous perspectives, to reflect on their own beliefs, examining them in light of these different perspectives and to then act justly.
The successful inclusion of Indigenous perspectives in the curriculum is dependant Implementing local initiatives on culturally competent teachers who are committed to and appreciative of Indigenous The Queensland Catholic Education perspectives. To support teachers in presenting Commission is a body that plays a strategic role Indigenous perspectives the “Harmony in in facilitating collaboration between Catholic Between” professional development in-service education employing authorities and acting delivers important cross-cultural understandings on their behalf on matters requiring a state- and experiences. These understandings support wide approach. The role of the Commission is the teaching of Aboriginal and Torres Strait essentially strategic and has as its principal goal, Islander students, the exploration of Indigenous the greater coordination and advancement of issues and experiences, consideration of Catholic education in Queensland. aspects of culture and how this may impact on The QCEC comprises five dioceses, located in curriculum and pedagogy. Townsville, Cairns, Rockhampton, Toowoomba The vehicle for delivering the “Harmony in and the Brisbane Archdiocese. A Catholic
National Report to Parliament on Indigenous Education and Training, 2007 Between” resources is a class page on our education provides students with more than intranet server. It contains links to internet sites just academic instruction. Students from prep and resources which have been evaluated to year 12 are nurtured to develop spiritually, using criteria formulated for this project. These socially, emotionally and physically to criteria include authenticity, balanced nature become contributing and life-giving members of representation, Aboriginal and Torres Strait of their community. Catholic schools are Islander participation, accuracy and exclusion communities that embrace Catholic values and of sensitive content. It contains resources for give students a lasting sense of belonging. individuals to build their own personal and Each of the dioceses implement local education professional understandings and resources for initiatives aimed at improving the educational use in the classroom and the workplace. outcomes of their Indigenous students. A The class page is maintained by a project number of programs have been implemented Officer which allows up to date resources to be in the various dioceses including Harmony in available, especially those supporting current Between, TALKing Together and Drive 4 Life. events and issues in the community.
150 ‘TALKing Together Today’ activities and the opportunities have led to increased oral language and communication of School and community engagement has been their children. a major priority for Indigenous Education in the Diocese of Cairns. Engaging families and Drive 4 Life communities with current educational practices to improve the success of their children has been The Drive 4 Life program targets Indigenous a priority area for the schools. youth, particularly those from rural and remote In 2007 a number of schools from Independent areas and provides them with an opportunity to Schools Queensland and Catholic Education obtain their Learner Licence as well as teaching Services in partnership with the Australian them awareness and understanding of the Catholic University undertook a home to school broad context of driver education and road transition project. The project targeted children safety. The program consists of three courses. in prep and year one and aimed to: Level 1 focuses on developing a positive self- identity and awareness of responsible citizenship • investigate the role of oral language as a within the context of pre-driver education, career precursor to the development of literacy and and future pathways planning. Level 2 focuses numeracy understandings and skills; on responsible citizenship within the context • monitor students in prep/year 1 as they of driver education and attaining a Learner engage in meaningful oral language Licence, as a key outcome. Level 3 focuses on experiences in literacy and numeracy; community capacity building through future • identify key stages within transition from pathways and working with government within home to school; and the context of driver education and gaining • adopt a socio-cultural pedagogical model licences for other life contexts. for enhancing prep/year 1 students’ oral Drive 4 Life was developed collaboratively by language. Townsville Catholic Education, Queensland With fantastic results reflected in the first year Transport and representatives from Townsville of trial, there was an identified need to further diocesan boarding schools. It has been develop mathematical understandings within registered with the Queensland Studies Authority both school and family experiences. The and successful completion contributes four Parent Kit known as ‘TALKing Together Today,’ points to a student’s Queensland Certificate of was developed to improve student outcomes, Education. Consultation and cooperation with community and government organisations is parental engagement and parent education National Report to Parliament on Indigenous Education and Training, 2007 in combination. essential to the program and flexible delivery is encouraged. The Drive 4 Life Program received The aim of the parent kit is to build the a Highly Commended Award in the Queensland knowledge of parents/caregivers to provide Road Safety Awards. learning experiences for students in prep and year one. The language that students experience in a prep and year one classroom is outlined for parents using the kit, therefore their child is being exposed to the same language both in the classroom environment and at home.
Parents have responded well to the kit, and commented on its effectiveness, as all the materials have provided for successful learning experiences. Parents have also commented about their increased engagement in the
151
Chapter 7 Payments under the Indigenous Education (Targeted Assistance) Act, 2000 & other payments
As detailed in Chapter 6, the Australian Government provides funding for a number of targeted education and training programs for Indigenous people in each of the four sectors of education and training. In this chapter, details of payments made in 2007 under the Indigenous Education (Targeted Assistance) Act, 2000 are provided together with descriptions of the main elements of the IEP.
7.1 Indigenous Education Program payments
The Indigenous Education Program is the In the sections that follow, payments made under Australian Government’s major Indigenous the various elements of the IEP are detailed. education initiative for the 2005-2008 funding Table 7.1 shows the overall allocation of IEP quadrennium. It superseded the Indigenous funding to government and non-government Education Strategic Initiatives Program (IESIP) bodies in the eight states and territories in 2007. which was its equivalent during the 2001- 2004 funding quadrennium. The IEP provides targeted financial assistance to education and training providers with the aim of bringing about improved learning outcomes for Indigenous students in line with the goals of the AEP.
Table 7.1: Total IEP funding to government and non-government recipients, by state/ territory; 2007
State/territory Government Non-government Total funding National Report to Parliament on Indigenous Education and Training, 2007 New South Wales $40,480,327 $23,702,973 $64,183,300 Victoria $9,630,222 $8,847,916 $18,478,138 Queensland $49,864,361 $19,166,118 $69,030,479 South Australia $11,238,764 $3,355,398 $14,594,162 Western Australia $30,442,761 $20,940,275 $51,383,036 Tasmania $4,587,201 $1,351,108 $5,938,309 Northern Territory $41,680,496 $16,609,111 $58,289,607 Australian Capital Territory $2,527,493 $830,317 $3,357,810 Total $190,451,625 $94,803,217 $285,254,841 Source: DEEWR – INDIGO Enhanced Commitment Expenditure Reports; 2007
153 7.1.1 Supplementary In 2007 there were some important additions to Recurrent Assistance the Program. SRA funding is the main component of IEP and In the 2006 Budget, the Government committed provides supplementary per capita funding to an additional $15.6 million over 2007 and eligible education providers in the preschool, 2008 to extend the existing Years 10, 11 and school and VET sectors. During the 2005-2008 12 tuition programme to include supplementary quadrennium, $506.7 million has been made tutoring for Indigenous Year 9 students. The available to accelerate the educational outcomes extended ITAS element is known as ITAS Year 9, of Indigenous students. 10, 11 and 12 Tuition. It provides supplementary In 2006, almost $121 million was distributed tuition for eligible Indigenous students studying to 195 education and training providers and in at secondary school and assistance is available 2007 this was followed by payments totalling for approximately 50 per cent of remote, and 10 $129.4 million to 184 education providers. per cent of non-remote, Indigenous students. Individual SRA payments in 2007 are detailed in A further 2006 Budget measure was the Table 7.5. introduction of ITAS Vocational Education and Training (VET) Tuition from the commencement 7.1.2 Indigenous Tutorial of 2007. ITAS VET assists Indigenous students Assistance Scheme undertaking VET courses leading to the After SRA, the Indigenous Tutorial Assistance attainment of an AQF Certificate Level III or scheme is the second largest program in above qualification. Eligible students may terms of expenditure and for the 2005- receive up to 2 hours tuition per week for up 2008 funding quadrennium, a total of $209 to 34 weeks per academic year. A total of $12 million has been committed. In 2006, ITAS million is available over 2007-2008 to assist consisted of four elements (see Chapter 6 for eligible students. descriptions) namely: In 2006, a total of $50 million was distributed • In-class tuition ($137 million allocated for the under the four elements of the program. In quadrennium); 2007, with the introduction of Year 9, 10, 11 • Years 10, 11 and 12 tuition ($32.3 million); and 12 Tuition and ITAS VET, this was followed • Tuition for tertiary students ($27.3 million); with expenditure of $55.5 million. Table 7.2 and provides a state/territory breakdown of that expenditure in 2007. • Remote Indigenous Students tuition which was introduced in 2006 ($12.3 million).
Table 7.2: ITAS payments, by program element, by state/territory; 2007 National Report to Parliament on Indigenous Education and Training, 2007 Remote In-class Years 9, 10, 11 Tuition for tertiary Tuition for VET Indigenous State/territory tuition and 12 tuition students students Students tuition New South Wales $5,055,275 $1,485,663 $1,994,187 $1,029,645 $120,292
Victoria $791,667 $268,371 $669,559 $82,129 $117,575 Queensland $10,770,533 $5,203,619 $1,904,735 $466,250 $1,225,518 South Australia $1,698,020 $975,828 $578,796 $60,100 $50,959 Western Australia $5,963,177 $1,261,001 $1,142,534 $32,022 $372,343 Tasmania $804,533 $453,948 $263,900 $71,200 $0 Northern Territory $5,648,314 $2,572,539 $949,994 $0 $1,236,862 Australian Capital Territory $28,667 $46,168 $105,785 $0 $0 Totals $30,760,187 $12,267,137 $7,609,491 $1,741,347 $3,123,548
Source: DEEWR – INDIGO Enhanced Commitment Expenditure Reports; 2007
154 7.1.3 IEP Away-from-base students participating in compulsory course IEP Away-from-base for mixed-mode delivery activities, often held over blocks of time, or for provides funding to universities and VET lecturers to travel to communities to deliver institutions to facilitate delivery of courses to the course. students who are unable to study full time at the Table 7.3 shows the distribution of funds during institution. Away-from-base assistance meets the period 2003-2007. travel costs, meals and accommodation for
Table 7.3: Distribution of IEP Away-from-base funds, by state/territory; 2003-2007
No. of institutions funded in 2007 Funding 2003-2007 Higher State/territory Education VET 2003 2004 2005 2006 2007 New South Wales 6 3 $3,847,382 $4,542,238 $4,174,507 $4,925,630 $4,828,126 Victoria 1 0 $1,551,410 $1,687,007 $1,569,828 $2,008,399 $2,017,827 Queensland 1 3 $1,339,270 $3,166,907 $5,301,436 $2,750,224 $2,047,933 Western Australia 3 3 $4,506,830 $2,548,747 $4,398,701 $5,495,227 $4,722,416 South Australia 1 1 $0 $506,259 $583,967 $655,512 $373,183 Northern Territory 1 4 $10,339,264 $10,677,609 $13,292,464 $15,296,982 $14,437,802 Australia 14 14 $21,584,156 $23,128,767 $29,320,903 $31,131,974 $28,427,287
Source: DEEWR – INDIGO Enhanced Commitment Expenditure Reports; 2003-2007
7.1.4 Indigenous education projects funding, education providers are required to Indigenous education projects comprise both submit Implementation Plans with site-specific capital and non-capital projects and in 2007, initiatives across six key elements. In 2007, a total of $30.86m was distributed. Individual a total of $4.58 million was allocated and allocations are shown in Table 7.5. individual payments are shown in Table 7.5.
Indigenous education project funding includes 7.1.6 English as a Second Language allocations made under the Indigenous Youth for Indigenous Language Leadership Program (IYLP) and the Indigenous Speaking Students Youth Mobility Program (IYMP) - programs which The ESL-ILSS program allows for intensive target Indigenous students from remote areas. National Report to Parliament on Indigenous Education and Training, 2007 English language tuition and targets children A total of $14.6 million has been committed who live in communities where Indigenous to the IYLP to provide approximately 200 languages are spoken (see Chapter 3 for a Indigenous youth with access to education description and review of the program in 2007). opportunities at high performing government Tuition is provided over a funding year but and non-government schools and up to 50 the amount and duration of assistance to be university places. provided for individual students is a matter for education providers to determine. It is delivered 7.1.5 Transitional Project Assistance to children in their first year of formal schooling element of the National however in special circumstances eligibility for Indigenous Education Literacy ESL-ILSS may be extended to students in their and Numeracy Strategy second or third year of school. TPA NIELNS has the objective of achieving ESL-ILSS expenditure in 2007 amounted to literacy and numeracy for Indigenous students at $8.74 million (see Table 7.5 for details of levels comparable to those achieved by non- individual payments). Indigenous students. To qualify for TPA NIELNS
155 7.1.7 Whole of School Intervention • Homework Centres (HWCs) which provide a Strategy payments supervised after school hours environment The Whole of School Intervention Strategy for Indigenous students to complete their involves communities and parents working with homework and to study. schools and other organisations to improve Three WoSI funding rounds were undertaken Indigenous educational outcomes and comprises in 2006 including a round specifically for early two elements, namely: childhood PSPIs and more than $32 million was • the Parent School Partnerships Initiative (PSPI) approved for distribution. Total expenditure in which aims to improve attendance, literacy 2007 was $27.2 million, as shown in Table 7.4. and numeracy skills and Year 12 educational outcomes; and
Table 7.4: Whole of School Intervention project approvals, expenditure and additional funds from other sources, by state and territory; 2007
State/Territory Number of PSPIs Number of HWCs Payments made New South Wales 317 77 $5,011,523 Victoria 64 23 $1,478,876 Queensland 161 7 $5,975,628 South Australia 104 33 $1,848,976 Western Australia 292 67 $6,660,558 Tasmania 21 3 $669,667 Northern Territory 239 76 $5,338,595 Australian Capital Territory 5 2 $225,383 Australia 1,203 288 $27,209,206 Source: DEEWR – INDIGO Enhanced Commitment Expenditure Reports; 2007
7.2 The Indigenous Education Statement and Other Funds Report
7.2.1 Additional reporting Also from 2005, government education National Report to Parliament on Indigenous Education and Training, 2007 arrangements for the 2005- authorities, non-government school systems 2008 funding quadrennium and independent education providers which Since 2005 government education authorities have entered into an Indigenous Education and non-government school systems have been Agreement must also complete an Other Funds required to complete an Indigenous Education Report. In this report they outline the use of Statement in which they outline how they are funds provided through their own sources to using Australian Government funding provided improve outcomes for Indigenous students. through the Schools Assistance (Learning The Other Funds Report includes funds Together – Achievement Through Choice and appropriated to the education provider, such Opportunity) Act 2004 [the Schools Assistance as recurrent funding received from state or Act 2004]. In the Statement they report on the territory governments. It excludes funds provided amount of funding they allocate for Indigenous under the Indigenous Education (Targeted students as well as their strategies and goals to Assistance) Act 2000 and funding provided improve Indigenous educational outcomes. under the Schools Assistance Act 2004 or any other Commonwealth legislation having similar
156 purposes to the Schools Assistance Act 2004. allocated by the government and Catholic Funding for capital items is also excluded. systems to Indigenous education is reported in the Indigenous Education Statement. For 2007 only information from those providers • Indigenous Education Program funds; and completing an Indigenous Education Statement was collected. • Other Funds which includes non-Australian Government funding as reported by the The Indigenous Education Statement and Other government and Catholic systems in the Funds Report, combined with 2007 Indigenous Other Funds Report. Education Program financial acquittals from government and Catholic systems, provide an 7.2.2 Funding allocated for indication of the total funding being allocated Indigenous students in 2007 to Indigenous education by education systems. In 2007, Australian Government funding (GRG These funds are grouped here into three and IEP) accounted for an average of 15.6% of different sources: funding for Indigenous education in government school systems in the eight states and territories. • General Recurrent Grants (GRG) funds which In Catholic systemic schools, Australian assist government and non-government Government funding accounted for an average schools with the recurrent costs of school 76% of funding for Indigenous students. Figure education so that they can offer students 7.1 refers. educational programs directed towards the achievement of the Australian Government’s priorities for schooling. The amount of GRG
Figure 7.1: Proportion of funding sources contributing to Indigenous education; 2007
100
90
80
70
60
50 ercentage P 40
30 National Report to Parliament on Indigenous Education and Training, 2007
20
10
0 State and Territory Government Systems Catholic Systems
General Recurrent Grants Funds Indigenous Education Programme Funds Funds from Other Sources
Source: Indigenous Education Statement and Other Funds Reports, 2007
157 Government systems Catholic systems In 2007, the average per capita funding for In 2007, the eight Catholic systems allocated Indigenous students in government education an average of $9,930 per student – almost the systems was $11,599 (from all funding sources) same figure as in 2006. As in the government with all but three of the states/territories being systems, there were large differences in the within the $10,000 to $15,000 range. This amount of per capita funding which ranged average funding was a slight reduction when from $6,400 in the Australian Capital compared to the 2006 figure of $11,970. Territory system to more than $12,800 in Western Australia. As in previous years there were significant differences between states and territories in In terms the proportion of their own source the average per capita funding on Indigenous funding allocated to Indigenous education, the students with allocations ranging from less range was from less than 3% in the Australian than $4,500 in South Australia to more than Capital Territory system to 37% in Queensland. $19,600 in the Northern Territory. This variation Five of the systems were in the 17%-27% range. occurs primarily because of the reported amount that state and territory governments spend on Indigenous students from their own sources (ie Other Funds) which ranged from approximately $2,500 to $16,800. As a proportion of funding from all sources, the Other Funds component ranged from 88% in the Australian Capital Territory to 59% in South Australia.
Figure 7.2: Per capita funding allocated for Indigenous students, government and Catholic education systems; 2007
20,000
18,000
16,000
14,000
12,000
unding ($) 10,000 National Report to Parliament on Indigenous Education and Training, 2007 $8,000 Allocated F 6,000
4,000
2,000
0
ACT NSW NT QLD SA TAS VIC WA ACT NSW NT QLDSATAS VIC WA Catholic
Government Overall Government Systems Catholic Systems
General Recurrent Grants Funds Indigenous Education Programme Funds Funds from Other Sources
Sources: DEEWR – derived from ABS National Schools Statistics Collection, 2007Indigenous Education Statement and Other Funds Report
158 7.3 Individual IEP payments in 2007
Table 7.5 provides a detailed breakdown of IEP payments to individual organisations in 2007 under five elements of the program, including the main element – SRA.
Table 7.5: IEP funding (five program elements) to individual government and non- government recipients, by state and territory; 2007
New South Wales
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
NEW SOUTH WALES NON-GOVERNMENT
Preschools Awabakal Newcastle Aboriginal $63,194 $0 $0 $0 $0 $63,194 Ballina Fox Street Preschool $21,404 $0 $0 $0 $0 $21,404 Boori Preschool $23,492 $0 $0 $0 $0 $23,492 CareWest $53,633 $0 $0 $0 $0 $53,633 Collarenebri Preschool $32,108 $0 $0 $0 $0 $32,108 Condobolin Preschool Kindergarten $45,487 $0 $0 $0 $0 $45,487 Coonabarabran Preschool Centre $65,478 $0 $0 $0 $0 $65,478 Coonamble Preschool Association $23,784 $0 $0 $0 $0 $23,784 Dalaigur Preschool and Children’s Services $179,122 $0 $0 $136,364 $0 $179,122 Dandaloo Gayngil Aboriginal Corporation $40,433 $0 $0 $0 $0 $40,433 Dubbo West Preschool $62,592 $0 $0 $0 $0 $62,592 Eden Preschool Kindergarten Association $16,292 $0 $0 $0 $0 $16,292 Gainmara Birrilee Preschool $116,542 $40,743 $0 $0 $0 $157,284 Giiguy Gamambi Preschool $118,920 $0 $0 $0 $0 $118,920 National Report to Parliament on Indigenous Education and Training, 2007 Gilgandra Preschool $83,720 $0 $0 $0 $0 $83,720 Girrawong Preschool $119,158 $29,681 $0 $0 $0 $148,839 Goodooga Preschool $30,919 $84,883 $0 $0 $0 $115,803 Goonellabah Preschool $31,157 $0 $0 $0 $0 $31,157 Great Lakes Children’s Centre $19,622 $0 $0 $0 $0 $19,622 Griffith Wiradjuri Aboriginal Preschool $23,416 $100,953 $0 $0 $0 $124,370 Gudga-Ga-Nura Aboriginal Preschool $53,514 $0 $0 $0 $0 $53,514 Gummyaney Aboriginal Preschool $87,322 $0 $0 $0 $0 $87,322 Gunnedah Preschool $46,124 $0 $0 $0 $0 $46,124 Gyndarna Pre-School $99,417 $65,821 $0 $0 $0 $165,238 Illawarra Aboriginal Corporation $9,514 $0 $0 $0 $0 $9,514
159 New South Wales (continued) AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NEW SOUTH WALES NON-GOVERNMENT Preschools Inverell District Family Services $49,233 $9,412 $0 $0 $0 $58,645 Jarjum Preschool $44,000 $24,267 $0 $0 $0 $68,267 Jumbunna Community Preschool and Early $67,784 $0 $0 $0 $0 $67,784 Intervention Centre Kiah Preschool $179,807 $0 $0 $0 $0 $179,807 Koolyangarra Preschool Aboriginal Corporation $83,244 $86,807 $0 $0 $0 $170,051 Koori Kindermanna Preschool $22,714 $0 $0 $0 $0 $22,714 KU Children’s Services $56,605 $0 $0 $0 $0 $56,605 Kulai Preschool Aboriginal Corporation $167,927 $38,293 $0 $0 $0 $206,220 Lightning Ridge Preschool Centre $51,849 $0 $0 $0 $0 $51,849 Little Yuin Preschool Aboriginal Corporation $19,479 $0 $0 $0 $0 $19,479 Maclean Community Preschool $20,930 $0 $0 $0 $0 $20,930 Menindee Children’s Centre $24,404 $0 $0 $0 $0 $24,404 Mindaribba Local Aboriginal Land Council $26,838 $0 $0 $2,273 $0 $29,111 Minimbah Aboriginal Preschool $133,190 $26,945 $0 $35,903 $0 $196,039 Murawina Preschool $17,838 $158,062 $0 $0 $0 $175,900 Murrin Bridge Preschool Association $33,298 $36,597 $0 $0 $0 $69,895 Nanima Preschool Association $123,677 $0 $0 $0 $0 $123,677 Narromine Preschool Kindergarten $48,044 $0 $0 $0 $0 $48,044 Ooranga Family Mobile Resource Unit Association $40,977 $0 $0 $0 $0 $40,977 Orange Preschool Kindergarten $16,649 $0 $0 $0 $0 $16,649 National Report to Parliament on Indigenous Education and Training, 2007 Project Enrichment of Childhood Preschool Bourke $64,217 $0 $0 $0 $0 $64,217 Shoalhaven Community Preschool $37,578 $0 $0 $0 $0 $37,578 South Kempsey Preschool $44,780 $0 $0 $0 $0 $44,780 Tabulam District Community Preschool $61,096 $0 $0 $0 $0 $61,096 The Factory Community Centre $5,946 $0 $0 $0 $0 $5,946 Trangie Preschool Kindergarten Association $8,324 $0 $0 $0 $0 $8,324 Warren Preschool $53,990 $0 $0 $0 $0 $53,990 Wee Waa and District Preschool $21,274 $0 $0 $0 $0 $21,274 Wunanbiri Preschool $33,297 $0 $0 $0 $0 $33,297
Preschools sub-total $3,025,351 $702,465 $0 $174,540 $0 $3,902,357
160 New South Wales (continued) AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NEW SOUTH WALES NON-GOVERNMENT Schooling Armidale Catholic Education Office $0 $0 $0 $1,300 $0 $1,300 Bathurst Catholic Education Office $0 $0 $0 $2,000 $0 $2,000 NSW Catholic Education Commission $6,936,647 $0 $0 $0 $0 $6,936,647 Macleay Vocational College $99,245 $0 $0 $0 $0 $99,245 Minimbah Primary School $140,326 $0 $0 $27,378 $0 $167,704 Mirriwinni Gardens Aboriginal Academy $116,898 $0 $0 $0 $0 $116,898 Orange Christian School $179,725 $0 $0 $0 $0 $179,725 Red Bend Catholic College $0 $0 $0 $1,390 $0 $1,390 Tamworth Anglican College Calrossy Campus $43,644 $0 $0 $700 $0 $44,344 Tamworth Christian Education Association $68,455 $0 $0 $0 $0 $68,455 Taree Christian Community School $67,308 $0 $0 $0 $0 $67,308 Trustees of the Marist Brothers $0 $0 $0 $9,888 $0 $9,888 Wellington Christian School $94,039 $0 $0 $0 $0 $94,039
Schooling sub-total $7,746,287 $0 $0 $42,656 $0 $7,788,944
AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NEW SOUTH WALES NON-GOVERNMENT VET and Adult Education Aboriginal Dance Theatre Redfern $24,283 $0 $0 $0 $0 $24,283 ACE North Coast Incorporated $384,833 $0 $0 $0 $0 $384,833 National Report to Parliament on Indigenous Education and Training, 2007 Booroongen Djugun Aboriginal Corporation $402,629 $0 $0 $0 $0 $402,629 National Aboriginal & Islander Skills $102,492 $0 $0 $0 $0 $102,492 Development Ass’n Tranby Aboriginal Co-operative College $172,167 $0 $0 $0 $589,784 $761,951 Yarnteen College $294 $0 $0 $0 $0 $294
VET and Adult Education sub-total $1,086,700 $0 $0 $0 $589,784 $1,676,484
161 New South Wales (continued) AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NEW SOUTH WALES NON-GOVERNMENT Schooling Armidale Catholic Education Office $0 $0 $0 $1,300 $0 $1,300 Bathurst Catholic Education Office $0 $0 $0 $2,000 $0 $2,000 NSW Catholic Education Commission $6,936,647 $0 $0 $0 $0 $6,936,647 Macleay Vocational College $99,245 $0 $0 $0 $0 $99,245 Minimbah Primary School $140,326 $0 $0 $27,378 $0 $167,704 Mirriwinni Gardens Aboriginal Academy $116,898 $0 $0 $0 $0 $116,898 Orange Christian School $179,725 $0 $0 $0 $0 $179,725 Red Bend Catholic College $0 $0 $0 $1,390 $0 $1,390 Tamworth Anglican College Calrossy Campus $43,644 $0 $0 $700 $0 $44,344 Tamworth Christian Education Association $68,455 $0 $0 $0 $0 $68,455 Taree Christian Community School $67,308 $0 $0 $0 $0 $67,308 Trustees of the Marist Brothers $0 $0 $0 $9,888 $0 $9,888 Wellington Christian School $94,039 $0 $0 $0 $0 $94,039
Schooling sub-total $7,746,287 $0 $0 $42,656 $0 $7,788,944
AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NEW SOUTH WALES NON-GOVERNMENT VET and Adult Education Aboriginal Dance Theatre Redfern $24,283 $0 $0 $0 $0 $24,283 ACE North Coast Incorporated $384,833 $0 $0 $0 $0 $384,833 National Report to Parliament on Indigenous Education and Training, 2007 Booroongen Djugun Aboriginal Corporation $402,629 $0 $0 $0 $0 $402,629 National Aboriginal & Islander Skills $102,492 $0 $0 $0 $0 $102,492 Development Ass’n Tranby Aboriginal Co-operative College $172,167 $0 $0 $0 $589,784 $761,951 Yarnteen College $294 $0 $0 $0 $0 $294
VET and Adult Education sub-total $1,086,700 $0 $0 $0 $589,784 $1,676,484
162 New South Wales (continued) Indigenous AFB 2007 TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NEW SOUTH WALES NON-GOVERNMENT Other payments Access Macquarie $0 $0 $0 $40,909 $0 $40,909 AFL (NSW/ACT) Commission $0 $0 $0 $154,546 $0 $154,546 Australian Catholic University $0 $0 $0 $0 $875,987 $875,987 Baron Darling Alliance $0 $0 $0 $83,250 $0 $83,250 Beyond Imagination Consultancy $0 $0 $0 $3,250 $0 $3,250 Centacare Wilcannia-Forbes $0 $0 $0 $200,594 $0 $200,594 Erebus International $0 $0 $0 $224,964 $0 $224,964 HGT Australia $0 $0 $0 $61,254 $0 $61,254 Indigenous Festivals Australia $0 $0 $0 $3,000,000 $0 $3,000,000 International Conferences and Events $0 $0 $0 $5,455 $0 $5,455 Australia Jimmy Little Enterprises $0 $0 $0 $5,000 $0 $5,000 Murdi Paaki Regional Enterprise $0 $0 $0 $197,617 $0 $197,617 Corporation National Aboriginal Sports Corporation $0 $0 $0 $217,815 $0 $217,815 Australia NSW Aboriginal and Torres Strait $0 $0 $0 $497,055 $0 $497,055 Islanders Early Childhood Advisory Group NSW Aboriginal Education Consultative $0 $0 $0 $534,519 $0 $534,519 Group RPR Consulting $0 $0 $0 $4,000 $0 $4,000 Thankakali Aboriginal Corporation $0 $0 $0 $3,740 $0 $3,740 The Exodus Foundation $0 $0 $0 $500,000 $0 $500,000
Vibe Australia $0 $0 $0 $387,000 $0 $387,000 National Report to Parliament on Indigenous Education and Training, 2007 William Jeffries $0 $0 $0 $99,751 $0 $99,751 Other payments sub-total $0 $0 $0 $6,220,718 $875,987 $7,096,705
Non-Government Total $11,858,339 $702,465 $0 $6,437,915 $1,465,771 $20,464,489
163 New South Wales (continued) Indigenous AFB 2007 TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NEW SOUTH WALES GOVERNMENT Adult and Community Education Unit $846,226 $0 $0 $0 $0 $846,226 Charles Sturt University $0 $0 $0 $0 $305,565 $305,565 Macquarie University $0 $0 $0 $0 $561,172 $561,172 Department of Education and Training $24,076,793 $0 $0 $674,549 $0 $24,751,342 TAFE NSW - North Coast Institute $0 $0 $0 $0 $61,134 $40,460 TAFE NSW - Western Institute $0 $0 $0 $0 $194,582 $194,582 University of Newcastle $0 $0 $0 $22,727 $0 $22,727 University of Sydney $0 $0 $0 $0 $874,205 $874,205 University of Technology Sydney $0 $0 $0 $0 $756,246 $756,246 University of Western Sydney $0 $0 $0 $14,835 $609,452 $624,287 Government Total $24,923,020 $0 $0 $712,112 $3,362,355 $28,997,487 New South Wales Total $36,781,358 $702,465 $0 $7,150,027 $4,828,126 $49,461,976 National Report to Parliament on Indigenous Education and Training, 2007
164 Victoria
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
VICTORIA NON-GOVERNMENT
Preschools Ballarat and District Aboriginal Cooperative $41,622 $0 $0 $0 $0 $41,622 Barmah Kindergarten & Occasional Child $46,378 $0 $0 $2,273 $0 $48,652 Care Centre Batdja Preschool and Childcare $17,838 $60,332 $0 $13,673 $0 $91,842 City of Greater Shepparton $23,784 $0 $0 $0 $0 $23,784 Dandenong North Preschool $46,898 $0 $0 $0 $0 $46,898 Darebin City Council $54,703 $0 $0 $0 $0 $54,703 De Garis Preschool $102,845 $0 $0 $0 $0 $102,845 Early Childhood Management Services $30,919 $0 $0 $0 $0 $30,919 Eastern Access Community Health $24,227 $0 $0 $0 $0 $24,227 Echuca East Preschool $12,370 $0 $0 $0 $0 $12,370 Gippsland and East Gippsland Aboriginal $17,906 $0 $0 $0 $0 $17,906 Co-operative James Tilson Kindergarten $0 $0 $0 $11,115 $0 $11,115 Kalbarri Kindergarten Association $26,733 $0 $0 $0 $0 $26,733 Loddon Mallee Preschool Association $22,832 $0 $0 $0 $0 $22,832 Murray Valley Aboriginal Cooperative $11,892 $6,486 $0 $0 $0 $18,378 North Bendigo Preschool $28,778 $0 $0 $0 $0 $28,778 Save The Children Fund, Mooroopna $24,416 $5,538 $0 $19,398 $0 $49,352 Warrnambool City Council $6,026 $0 $0 $0 $0 $6,026 Wathaurong Aboriginal Cooperative $40,779 $0 $0 $0 $0 $40,779
Wodonga City Council $18,432 $0 $0 $0 $0 $18,432 National Report to Parliament on Indigenous Education and Training, 2007 Woolum Bellum Preschool Association $39,243 $0 $0 $0 $0 $39,243 Yappera Children’s Service Cooperative $39,243 $40,092 $0 $26,777 $0 $106,113
Preschools sub-total $677,866 $112,448 $0 $73,237 $0 $863,551
165 Victoria (continued)
AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total VICTORIA NON-GOVERNMENT Schooling Victorian Catholic Education Commission $1,081,443 $0 $0 $528 $0 $1,081,971 Worawa Aboriginal College $94,363 $181,035 $0 $20,000 $0 $295,398
Schooling sub-total $1,175,806 $181,035 $0 $20,528 $0 $1,377,369
AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total VICTORIA NON-GOVERNMENT VET and Adult Education Victorian Aboriginal Community Controlled $56,953 $0 $0 $0 $0 $56,953 Health Organisation
VET and Adult Education sub-total $56,953 $0 $0 $0 $0 $56,953
AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total VICTORIA NON-GOVERNMENT Other payments Bluearth Institute $0 $0 $0 $60,455 $0 $60,455 Denis Muller and Associates $0 $0 $0 $52,400 $0 $52,400 National Curriculum Services $0 $0 $0 $1,060,000 $0 $1,060,000 Phillips KPA $0 $0 $0 $208,725 $0 $208,725 Regional Events Australia $0 $0 $0 $10,000 $0 $10,000 The Foundation for Young Australians $0 $0 $0 $2,973,686 $0 $2,973,686 National Report to Parliament on Indigenous Education and Training, 2007 Urbis Keys Young $0 $0 $0 $414,680 $0 $414,680 Victorian Aboriginal Education Association $0 $0 $0 $251,288 $0 $251,288 Yachad Accelerated Learning Project $0 $0 $0 $650,000 $0 $650,000 Other payments sub-total $0 $0 $0 $5,681,233 $0 $5,681,233
Non-Government Total $1,910,625 $293,483 $0 $5,774,998 $0 $7,979,106
166 Victoria (continued)
Indigenous AFB 2007 TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total VICTORIA GOVERNMENT Deakin University $0 $0 $0 $0 $2,017,827 $2,017,827 Goulburn Ovens Institute of TAFE $0 $0 $0 $149,820 $0 $149,820 Department of Education and Early $3,256,730 $0 $0 $468,507 $0 $3,725,238 Childhood Development Victorian Skills Commission $932,959 $0 $0 $0 $0 $932,959 Monash University $0 $0 $0 $80,909 $0 $80,909 University of Ballarat $0 $0 $0 $45,455 $0 $45,455 Victoria University $0 $0 $0 $70,000 $0 $70,000 Government Total $4,189,690 $0 $0 $814,691 $2,017,827 $7,022,208
Victoria Total $6,100,314 $293,483 $0 $6,589,689 $2,017,827 $15,001,313 National Report to Parliament on Indigenous Education and Training, 2007
167 Queensland
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
QUEENSLAND NON-GOVERNMENT
Preschools Balonne Kindergarten Association $19,027 $0 $0 $0 $0 $19,027 Boopa Werem Kindergarten and Preschool $83,243 $21,885 $0 $0 $0 $105,129 Association Burketown Kindergarten $11,892 $0 $0 $0 $0 $11,892 Burragah Preschool $32,108 $7,030 $0 $0 $0 $39,139 Carpentaria Kindergarten Association $33,298 $0 $0 $0 $0 $33,298 Coen Kindergarten Association $21,049 $0 $0 $0 $0 $21,049 Cooktown Kindergarten Association $34,725 $272 $0 $0 $0 $34,997 Creche and Kindergarten Association of $138,422 $100,377 $0 $471,237 $0 $710,037 Queensland Eidsvold Kindergarten Association $23,510 $0 $0 $0 $0 $23,510 George Bowen Memorial Kindergarten $71,352 $0 $0 $0 $0 $71,352 Association Gundala Kindergarten Association $13,358 $31,751 $0 $0 $0 $45,109 Injilinji Community Preschool and $59,460 $6,804 $0 $0 $0 $59,460 Kindergarten Association Kindergarten Headstart $51,135 $37,987 $0 $0 $0 $89,122 Koobara Family Resource Centre $42,811 $50,914 $0 $40,166 $0 $133,891 Kutjala Kindergarten and Preschool $36,865 $37,987 $0 $0 $0 $74,852 Association Napranum Preschool $142,704 $0 $0 $0 $0 $142,704 Tarumbal Kindergarten Association $43,143 $72,913 $0 $0 $0 $116,056
National Report to Parliament on Indigenous Education and Training, 2007 Unndennoo Kindergarten and Preschool $19,027 $16,329 $0 $0 $0 $35,356 Association Wandarrah Preschool and Community $49,946 $75,943 $0 $13,389 $0 $139,277 Centre Wujal Wujal Community Kindergarten $23,784 $0 $0 $0 $0 $23,784 Yelangi Preschool Association $29,254 $53,749 $0 $13,389 $0 $96,392 Preschool sub-total $980,112 $513,942 $0 $538,181 $0 $2,032,235
168 Queensland (continued)
AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total QUEENSLAND NON-GOVERNMENT Schooling Aboriginal and Islander Independent $257,877 $28,689 $0 $223,132 $0 $509,698 Community School Association of Independent Schools of $1,322,899 $0 $0 $0 $0 $1,322,899 Queensland Catholic Education Office Diocese of Townsville $0 $0 $0 $191,587 $0 $191,587 Djarragun College $830,418 $0 $0 $224,546 $0 $1,054,964 Heights College $48,638 $0 $0 $0 $0 $48,638 Northern Australian Conference - SDA Church $47,309 $0 $0 $0 $0 $47,309 Queensland Anglican Schools System $262,178 $0 $0 $0 $0 $262,178 Queensland Catholic Education Commission $5,706,956 $0 $31,422 $4,547 $0 $5,742,925 Queensland Lutheran Schools System $276,088 $0 $0 $0 $0 $276,088 Rivermount Education $83,975 $0 $0 $0 $0 $83,975 Shalom Christian College $531,215 $0 $0 $118,400 $0 $649,615 Wadja Wadja High School $376,738 $0 $0 $0 $0 $376,738
Schooling sub-total $9,744,293 $28,689 $31,422 $762,212 $0 $10,566,615
AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total QUEENSLAND NON-GOVERNMENT VET and Adult Education Australian First Nations Academy for Cultural $0 $0 $0 $0 $26,311 $26,311 Family Therapy and Counselling
Aboriginal Centre for the Performing Arts $54,156 $0 $0 $0 $0 $54,156 National Report to Parliament on Indigenous Education and Training, 2007
Brisbane Indigenous Media Association $63,870 $0 $0 $0 $0 $63,870
Eidos Institute $0 $0 $0 $36,364 $0 $36,364
Queensland ATSI Health Worker Education Program $253,515 $0 $0 $0 $581,705 $835,220 Aboriginal Corporation
The ATSI Corporation for Health Education and Training $175,650 $0 $0 $0 $0 $175,650
Yalga-binbi Institute for Community Development $35,516 $0 $0 $0 $0 $35,516
VET and Adult Education sub-total $582,708 $0 $0 $36,364 $608,016 $1,227,087
169 Queensland (continued) AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total QUEENSLAND NON-GOVERNMENT Other payments Cape York Partnerships Projects $0 $0 $0 $345,000 $0 $345,000 Career Employment Australia $0 $0 $0 $273,787 $0 $273,787 Cunnamulla and District Youth Club $0 $0 $0 $870 $0 $870 Darumbal Community Youth Service $0 $0 $0 $50,000 $0 $50,000 Eagle Edge Solutions $0 $0 $0 $137,528 $0 $137,528 Leroy Loggins Foundation $0 $0 $0 $118,182 $0 $118,182 Mackay Region School Industry Links Scheme $0 $0 $0 $82,155 $0 $82,155 Yalari $0 $0 $0 $75,000 $0 $75,000 Other payments sub-total $0 $0 $0 $1,082,522 $0 $1,082,522
Non-Government Total $11,307,113 $542,631 $31,422 $2,419,278 $608,016 $14,908,459
Indigenous AFB 2007 TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total QUEENSLAND GOVERNMENT Department of Education and $19,591,010 $0 $2,941,172 $702,719 $0 $23,230,652 the Arts Department of Employment Training $2,520,238 $0 $0 $0 $0 $2,520,238 & Industrial Relations Griffith University $0 $0 $0 $1,268,182 $0 $1,268,182 James Cook University $0 $0 $0 $0 $117,525 $117,525 Tropical North Queensland Institute $0 $0 $0 $0 $1,322,393 $1,322,393 of TAFE University of Southern Queensland $0 $0 $0 $40,909 $0 $40,909 National Report to Parliament on Indigenous Education and Training, 2007 Government Total $22,111,248 $0 $2,941,172 $2,011,810 $1,439,917 $28,504,148
Queensland Total $33,418,361 $542,631 $2,972,594 $4,431,088 $2,047,933 $43,412,607
170 South Australia
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
SOUTH AUSTRALIA NON-GOVERNMENT
Preschools Minya Bunhii Preschool $41,298 $0 $0 $0 $0 $41,298 Port Lincoln Children’s Centre $52,325 $54,303 $0 $13,389 $0 $120,016 Tji Tji Wiltja Preschool $58,438 $62,992 $0 $0 $0 $121,430
Preschools sub-total $152,061 $117,295 $0 $13,389 $0 $282,745
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
SOUTH AUSTRALIA NON-GOVERNMENT
Schooling Association of Independent Schools of $262,284 $0 $0 $0 $0 $262,284 South Australia South Australian Catholic Education $738,930 $0 $0 $0 $0 $738,930 Commission Rostrevor College $0 $0 $0 $118,500 $0 $118,500 South Australian Lutheran Schools System $602,681 $0 $41,895 $0 $0 $644,576
Schooling sub-total $1,603,895 $0 $41,895 $118,500 $0 $1,764,290
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
SOUTH AUSTRALIA NON-GOVERNMENT
VET and Adult Education National Report to Parliament on Indigenous Education and Training, 2007 Tauondi College $377,321 $0 $0 $0 $0 $377,321
VET and Adult Education sub-total $377,321 $0 $0 $0 $0 $377,321
171 South Australia (continued)
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
SOUTH AUSTRALIA NON-GOVERNMENT
Other payments Mission Australia – Adelaide $0 $0 $0 $217,365 $0 $217,365 Other Payments sub-total $0 $0 $0 $217,365 $0 $217,365
Non-Government Total $2,133,278 $117,295 $41,895 $349,254 $0 $2,641,721
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
SOUTH AUSTRALIA GOVERNMENT Aboriginal Health Council of South $153,318 $0 $0 $0 $288,299 $441,616 Australia Department of Education and Children’s $4,258,409 $0 $286,285 $642,396 $0 $5,155,840 Service Department of Further Education $746,144 $0 $0 $100,000 $0 $846,144 Employment Science and Technology University of South Australia $0 $0 $0 $177,273 $84,884 $262,157 Government Total $5,157,871 $0 $286,285 $919,669 $373,183 $6,737,007
South Australia Total $7,291,148 $117,295 $328,180 $1,268,922 $373,183 $9,378,729 National Report to Parliament on Indigenous Education and Training, 2007
172 Western Australia
AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
WESTERN AUSTRALIA NON-GOVERNMENT
Schooling Aboriginal Community College Board of $56,457 $0 $0 $0 $0 $56,457 Management WA Association of Independent Schools $0 $0 $118,704 $1,087,616 $0 $1,206,320 Birlirr Ngawiyiwu Catholic School $0 $0 $0 $2,540 $0 $2,540 Carnamah District High School Parents & $0 $0 $0 $350 $0 $350 Citizens Association West Australian Catholic Education $5,430,126 $0 $417,324 $214,500 $0 $6,061,950 Commission Christian Aboriginal Parent-Directed School $832,082 $16,896 $0 $0 $0 $848,978 Culunga Aboriginal Community School $87,852 $13,607 $0 $17,659 $0 $119,118 Dongara District High School P & C $0 $0 $0 $9,000 $0 $9,000 Association Canteen Hale School $48,531 $0 $0 $0 $0 $48,531 John Pujajangka Piyirn School $0 $0 $0 $2,255 $0 $2,255 Karalundi Aboriginal Education Centre $204,542 $0 $0 $0 $0 $204,542 Kulkarriya Community School $229,278 $60,683 $0 $7,925 $0 $297,886 Mingenew Primary School Parents & $0 $0 $0 $1,500 $0 $1,500 Citizens Association Nomads Charitable & Education $195,148 $205,358 $0 $0 $0 $400,506 Foundation Nyikina Mangala Community School $95,136 $0 $0 $0 $0 $95,136 Parnngurr Community School $108,217 $65,202 $0 $0 $0 $173,419 Purnululu Aboriginal Community School $85,622 $79,830 $0 $0 $0 $165,452 National Report to Parliament on Indigenous Education and Training, 2007 Rawa Community School Aboriginal $258,304 $146,733 $0 $0 $0 $405,037 Corporation West Australian SDA School System $35,044 $0 $0 $0 $0 $35,044 Swan Christian Schools System $95,302 $0 $0 $0 $0 $95,302 Wulungarra Community School $59,460 $0 $0 $0 $0 $59,460 Yakanarra Community School $0 $0 $0 $6,160 $0 $6,160 Yale Primary P & C Association $0 $0 $0 $8,500 $0 $8,500 Yakanarra Community School $73,797 $0 $0 $0 $0 $73,797 Yiyili Aboriginal Community School $139,485 $74,614 $0 $0 $0 $214,098
Schooling sub-total $8,034,381 $662,923 $536,028 $1,358,006 $0 $10,591,337
173 Western Australia (continued)
Indigenous AFB 2007 TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total WESTERN AUSTRALIA NON-GOVERNMENT VET and Adult Education Community and Youth Training Services $66,684 $0 $0 $0 $0 $66,684 Djaringo $122,440 $0 $0 $0 $0 $122,440 Kimberley Aboriginal Medical Services Council $0 $0 $0 $0 $585,837 $585,837 Mamarapha College $68,346 $0 $0 $0 $0 $68,346 Marr Mooditj - Aboriginal Health Worker $0 $0 $0 $0 $716,059 $716,059 College University of Notre Dame $183,267 $0 $0 $0 $155,709 $338,976
VET & Adult Education sub-total $440,737 $0 $0 $0 $1,457,605 $1,898,343
Indigenous AFB 2007 TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total WESTERN AUSTRALIA NON-GOVERNMENT Other payments Australian ArtMarx $0 $0 $0 $81,000 $0 $81,000 Clontarf Foundation $0 $0 $0 $1,470,000 $0 $1,470,000 Data Analysis Australia $0 $0 $0 $68,043 $0 $68,043 Goolarri Media Enterprises $0 $0 $0 $0 $54,674 $54,674 Joorook Ngarni Aboriginal Corporation $0 $0 $0 $5,000 $0 $5,000 Koya Indigenous Research Group $0 $0 $0 $3,700 $0 $3,700 Marra Worra Worra Aboriginal Corporation $0 $0 $0 $3,730 $0 $3,730 Nyaarla Projects $0 $0 $0 $264,000 $0 $264,000 Quantum Consulting Australia $0 $0 $0 $274,202 $0 $274,202
National Report to Parliament on Indigenous Education and Training, 2007 Roebourne P&C $0 $0 $0 $10,000 $0 $10,000 Role Models WA $0 $0 $0 $118,182 $0 $118,182 Vision Network $0 $0 $0 $38,512 $0 $38,512 Other payments sub-total $0 $0 $0 $2,336,369 $54,674 $2,391,042
Non-Government Total $8,475,118 $662,923 $536,028 $3,694,374 $1,512,279 $14,880,722
174 Western Australia (continued)
Indigenous AFB 2007 TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total WESTERN AUSTRALIA GOVERNMENT Centre for Aboriginal Studies — $0 $0 $0 $0 $3,139,428 $3,139,428 Curtin University Edith Cowan University $0 $0 $0 $0 $70,709 $70,709 Murdoch University- Kulbardi $0 $0 $0 $63,636 $0 $63,636 Aboriginal Centre South Department of Corrective Services $392,987 $0 $0 $0 $0 $392,987 Department of Education Services $0 $0 $0 $395,152 $0 $395,152 Department of Education and Training $15,235,717 $1,621,209 $66,943 $0 $16,923,870 School of Indigenous Studies — $0 $0 $0 $40,909 $0 $40,909 University of Western Australia Government Total $15,628,704 $0 $1,621,209 $566,641 $3,210,137 $21,026,691
Western Australian Total $24,103,822 $662,923 $2,157,237 $4,261,015 $4,722,416 $35,907,414 National Report to Parliament on Indigenous Education and Training, 2007
175 Tasmania
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
TASMANIA NON GOVERNMENT
Schooling Tasmanian Catholic Education Office $793,867 $0 $0 $0 $0 $793,867
Schooling Total $793,867 $0 $0 $0 $0 $793,867
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
TASMANIA NON GOVERNMENT
Other payments Australian Parents Council $0 $0 $0 $450,000 $0 $450,000 Launceston Workplace Learning $0 $0 $0 $52,875 $0 $52,875 Other Payments sub-total $0 $0 $0 $502,875 $0 $502,875
Non-Government Total $793,867 $0 $0 $502,875 $0 $1,296,742
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
TASMANIA GOVERNMENT TAFE Tasmania $257,614 $0 $0 $26,777 $0 $284,391 Tasmanian Aboriginal Education Association $0 $0 $0 $172,140 $0 $172,140 Tasmanian Department of Education $1,921,027 $0 $0 $0 $0 $1,921,027 Government Total $2,178,641 $0 $0 $198,917 $0 $2,377,558
Tasmania Total $2,972,508 $0 $0 $701,792 $0 $3,674,300 National Report to Parliament on Indigenous Education and Training, 2007
176 Northern Territory AFB Indigenous mixed 2007
TPA Education mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NORTHERN TERRITORY NON-GOVERNMENT Schooling Kormilda College $566,535 $0 $0 $0 $0 $566,535 Northern Territory Christian Schools Association $593,455 $0 $0 $0 $0 $593,455 Northern Territory Catholic Education Office $2,612,725 $0 $373,567 $253,500 $0 $3,239,792 Nyangatjatjara College $228,326 $0 $0 $357,940 $0 $586,266 St Philip’s College $155,191 $0 $0 $0 $0 $155,191 Yipirinya School $517,302 $462,198 $66,334 $0 $0 $1,045,834 Yirara College $989,295 $0 $0 $0 $0 $989,295
Schooling sub-total $5,662,830 $462,198 $439,901 $611,440 $0 $7,176,368
Indigenous AFB 2007 TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total NORTHERN TERRITORY NON-GOVERNMENT VET and Adult Education Advanced Training International $191,705 $0 $0 $0 $0 $191,705 Centre for Appropriate Technology $285,693 $0 $0 $0 $169,266 $454,959 Council for Aboriginal Alcohol Program Services $0 $0 $0 $0 $71,339 $71,339 Institute for Aboriginal Development $287,443 $0 $0 $0 $0 $287,443 Maningrida Jobs, Education and Training $74,170 $0 $0 $0 $0 $74,170 Aboriginal Corporation Nungalinya College $120,846 $0 $0 $0 $1,303,623 $1,424,469 Tiwi Training and Employment $206,028 $0 $0 $0 $0 $206,028
VET and Adult Education sub-total $1,165,885 $0 $0 $0 $1,544,228 $2,710,113 National Report to Parliament on Indigenous Education and Training, 2007
177 Northern Territory (continued)
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
NORTHERN TERRITORY NON-GOVERNMENT
Other payments Good Beginnings Australia $0 $0 $0 $77,119 $0 $77,119 Mission Australia $0 $0 $0 $482,848 $0 $482,848 Northern Territory Block Grant Authority $0 $0 $0 $1,000,000 $0 $1,000,000 Other payments sub-total $0 $0 $0 $1,559,967 $0 $1,559,967
Non-Government Total $6,828,715 $462,198 $439,901 $2,171,407 $1,544,228 $11,446,449
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
NORTHERN TERRITORY GOVERNMENT Batchelor Institute of Indigenous $41,651 $1,659,829 $0 $0 $9,595,693 $11,297,174 Tertiary Education Charles Darwin University $1,337,544 $0 $0 $77,273 $3,297,880 $4,712,696 Desert Knowledge Australia $0 $0 $0 $20,000 $0 $20,000 Group School Management $0 $0 $0 $15,700 $0 $15,700 Council - Barkly Department of Correctional $44,833 $147,313 $0 $0 $0 $192,146 Services Department of Employment, $9,852,141 $0 $2,845,393 $2,073,392 $0 $14,770,927 Education and Training Government Total $11,276,169 $1,807,143 $2,845,393 $2,186,365 $12,893,573 $31,008,643
Northern Territory Total $18,104,883 $2,269,340 $3,285,294 $4,357,772 $14,437,802 $42,455,092 National Report to Parliament on Indigenous Education and Training, 2007
178 Australian Capital Territory
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
AUSTRALIAN CAPITAL TERRITORY NON GOVERNMENT
Schooling Tasmanian Catholic Education Office $793,867 $0 $0 $0 $0 $793,867
Schooling Total $793,867 $0 $0 $0 $0 $793,867
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
AUSTRALIAN CAPITAL TERRITORY NON GOVERNMENT
Other payments Academy of the Social Sciences in $0 $0 $0 $45,455 $0 $45,455 Australia Australian Indigenous Doctors’ Association $0 $0 $0 $60,000 $0 $60,000 Indigenous Success Australia $0 $0 $0 $116,501 $0 $116,501 Other Payments sub-total $0 $0 $0 $221,956 $0 $221,956
Non-Government Total $296,111 $0 $0 $221,956 $0 $518,067
Indigenous AFB 2007
TPA Education mixed mode Individual SRA NIELNS ESL-ILSS Projects delivery Client Total
AUSTRALIAN CAPITAL TERRITORY GOVERNMENT Aboriginal Hostels Limited $0 $0 $0 $1,705,754 $0 $1,705,754 Department of Education and Training $312,510 $0 $0 $73,423 $0 $385,933 Canberra Institute of Technology $36,577 $0 $0 $0 $0 $36,577
National Science and Technology Centre $0 $0 $0 $105,000 $0 $105,000 National Report to Parliament on Indigenous Education and Training, 2007 Government Total $349,087 $0 $0 $1,884,177 $0 $2,233,264
Australian Capital Territory $645,198 $0 $0 $2,106,133 $0 $2,751,331
SRA NIELNS ESL-ILSS PROJECT AFB Individual Client
AUSTRALIA Australia Total $129,417,593 $4,588,137 $8,743,306 $30,866,440 $28,427,287 $202,042,762 Source: DEEWR – INDIGO Enhanced Commitment Expenditure Reports; 2007
179 Table 7.6: Total IEP funding to individual government and non-government recipients, by program element; 2007
IEP program element Government Non-Government Total payments SRA $85,814,429 $43,603,164 $129,417,593 TPA NIELNS $1,807,143 $2,780,994 $4,588,137 ESL-ILSS $7,694,060 $1,049,246 $8,743,306 Indigenous education projects $9,294,382 $21,572,057 $30,866,440 AFB mixed mode delivery $23,296,993 $5,130,294 $28,427,287 ITAS $44,126,784 $11,374,925 $55,501,709 WoSI $18,356,537 $8,852,669 $27,209,206 Program Support $61,297 $439,867 $501,164
Total $190,451,625 $94,803,216 $285,254,841 Source: DEEWR – INDIGO Enhanced Commitment Expenditure Reports; 2007 National Report to Parliament on Indigenous Education and Training, 2007
180 National Report to Parliament on Indigenous Education and Training, 2007
181 NSW Department of Education and Training Armidale TAFE and North Coast Institute of TAFE, New South Wales
Assisting Indigenous students to excel and achieve in every aspect of their education and training
The New South Wales Department of Education of cultural sensitivity and is relevant to student and Training is committed to improving the learning outcomes. educational outcomes and wellbeing of Aboriginal and Torres Strait Islander students The count me in too Indigenous project so that they can excel and achieve in every involved an Aboriginal community member aspect of their education and training. In order who had previously worked at the school, to achieve this, the Department has undertaken who was employed to make resources which to improve the lifelong learning pathways for were culturally appropriate. The project also Indigenous learners, including transitions – from involved the support of the numeracy consultant home to school, through primary and secondary from the Aboriginal Education and Training education, from school into further study and Directorate within the Department of Education employment, through vocational education and and Training who was able to give advice from a training and other pathways into further study or numeracy perspective. sustainable employment. Parent meetings were held to seek advice from The following projects outline areas of success the local Aboriginal community about which where the Department has implemented aspects of local culture should be included effective place-based programs including in the resources that were to be developed. ‘Count me in too’ in Guyra Central School and Over time, these meetings served as a vehicle a vocational education and training program in through which successful partnerships with the Malabugilmah. local Aboriginal community and the school National Report to Parliament on Indigenous Education and Training, 2007 could be developed and maintained. As a Guyra ‘count me in too’ Indigenous Project consequence, they have impacted positively on school planning and practices. Parents and Guyra Central School is located in the New caregivers now feel much more comfortable England Region, outside of Armidale. It caters coming into the school, and many have become for an enrolment of around 300 students, regular classroom helpers and active members including approximately 50 Aboriginal students, of the newly established Aboriginal Education from kindergarten to year 12. Consultative Group.
A focus of Guyra Central’s School Improvement Parents were excited about the project and Plan has been to enhance the learning outcomes gave up their time to come to school on a for Aboriginal students, particularly in the area regular basis and they continue to give support of numeracy. Another school priority has been to to the project. Take-home games packs were educate all students about Aboriginal Australia developed for students so that learning at school in a way which demonstrates a high degree could be further consolidated at home.
182 As a direct result of the project, Aboriginal North Coast Institute of TAFE,ECO Technology students have been more engaged in Australia, KISS Industries – Irrigation Supplier/ mathematics. The mathematics activities and Contractor and an earthmoving contractor. resources that were developed as part of the Issue of the poor health in the community project have been used for homework, and both and the relationship between health and the children and adults were provided instruction poor quality of the sewerage system became on how the activities and games worked. This apparent. The ideas of an eco-friendly process has lead to parents and caregivers and sustainable sewerage system and the participating in and valuing learning. development of infrastructure for the community The project was so successful that the school such as a sports field were born. A number of worked in collaboration with staff from the meetings were held and once the community Armidale TAFE to develop a DVD. In addition, supported the proposal, the project began. staff members from a number of schools across Once TAFE’s Agriculture section became the New England Region have visited the school involved, the course designer visited the to see the resources in action. community and spoke with the community about what it was they hoped to achieve. A sports field Malabugilmah Project was added to the project to utilise the treated Malabugilmah is located on the Clarence water and this was a project the community Valley Way, 50 kms south of Tabulam. The could take on. Malabugilmah project was implemented Ongoing review and modification of units to address environmental concerns, health selected and how they could most effectively be issues, poor community facilities and limited delivered, kept the whole training experience educational and employment opportunities. relevant. As a result the majority of those who Primarily the project created employment initially enrolled achieved both Certificate II and and skills development for the residents of Certificate III over the next few years. The level Malabugilmah of pride in the community and their self esteem The North Coast Institute provided vocational improved, as well as provided an increase in education and training programs to help external employment opportunities. develop the community’s recreation areas. The Skills and knowledge required for the installation project aimed to recover and resuscitate wetland of irrigation systems and an eco-friendly and areas, establish a state of the art waste water
sustainable sewerage system, including the National Report to Parliament on Indigenous Education and Training, 2007 treatment and install a reuse system, operated completion of a sporting field, have been and maintained by the community. achieved by the Malabugilmah community. There were a number of stakeholders involved The project saw environmental, social and in researching the issues to identify a project that economic benefits for the community of would improve community living standards as Malabugilmah. There was improved use of well as gainfully employ community members. waste water, solving of sewerage issues and Through collaborative partnerships and funding provision of an artificial wetland. The project for this project,it became a reality. also resulted in improved health and disease In order to successfully undertake the project, reduction from the repair of the failing sewage partnerships were formed with a number system and the construction of a sporting field of agencies, including, the Department for community use. of Education Employment and Workplace Relations,New South Wales Health,Department of Aboriginal Affairs, Yabur Yelgun CDEP,
183
Appendices
Appendix 1: Goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP)
Involvement of Aboriginal people in educational decision-making
Goal 1 To establish effective arrangements Goal 4 To increase the number of Aboriginal for the participation of Aboriginal people employed as administrators, teachers, parents and community members researchers and student services officers in in decisions regarding the planning, technical and further education colleges and delivery and evaluation of preschool, higher education institutions. primary and secondary education Goal 5 To provide education and training services for their children. services to develop the skills of Aboriginal Goal 2 To increase the number of Aboriginal people to participate in educational decision- people employed as educational making. administrators, teachers, curriculum Goal 6 To develop arrangements for the advisers, teachers assistants, provision of independent advice for Aboriginal home-school liaison officers and communities regarding educational decisions other education workers, including at regional, state, territory and National levels. community people engaged in teaching of Aboriginal culture, history and contemporary society, and National Report to Parliament on Indigenous Education and Training, 2007 Aboriginal languages.
Goal 3 To establish effective arrangements for the participation of Aboriginal students and community members in decisions regarding the planning, delivery and evaluation of post- school education services, including technical and further education colleges and higher education institutions.
185 Equality of access to educational services
Goal 7 To ensure that Aboriginal children of Goal 9 To ensure equitable access for pre-primary school age have access Aboriginal people to post-compulsory to preschool services on a basis secondary schooling, to technical comparable to that available to other and further education, and higher Australian children of the same age. education.
Goal 8 To ensure that all Aboriginal children have local access to primary and secondary schooling.
Equity of educational participation
Goal 10 To achieve the participation of Goal 12 To achieve the participation of Aboriginal children in preschool Aboriginal people in post-compulsory education for a period similar to that secondary education, in technical for all Australian children. and further education, and in higher education, at rates commensurate Goal 11 To achieve the participation of all with those of all Australians in those Aboriginal children in compulsory sectors. schooling.
Equitable and appropriate educational outcomes
Goal 13 To provide adequate preparation Goal 18 To provide community education of Aboriginal children through services which enable Aboriginal preschool education for the schooling people to develop the skills to years ahead. manage the development of their communities. Goal 14 To enable Aboriginal attainment of skills to the same standard as other Goal 19 To enable the attainment of Australian students throughout the proficiency in English language compulsory schooling years. and numeracy competencies by
National Report to Parliament on Indigenous Education and Training, 2007 Aboriginal adults with limited or no Goal 15 To enable Aboriginal students to educational experience. attain the successful completion of Year 12 or equivalent at the same Goal 20 To enable Aboriginal students at rates as for other Australian students. all levels of education to have an appreciation of their history, cultures Goal 16 To enable Aboriginal students to and identity. attain the same graduation rates from award courses in technical and Goal 21 To provide all Australian students further education, and in higher with an understanding of and education, as for other Australians. respect for Aboriginal traditional and contemporary cultures. Goal 17 To develop programs to support the maintenance and continued use of Aboriginal languages.
186 Appendix 2: Preschool statistical tables
Table A2.1: Number of preschools, total enrolments and total Indigenous enrolments reported in the 2007 National Indigenous Preschool Census
Preschools participating Preschools with Total Total Indigenous in 2007 Census Indigenous enrolments enrolments enrolments Non Non Non Non Govt. Govt. Govt. Govt. Govt. Govt. Govt. Govt. New South Wales 99 928 72 342 4,167 58,137 403 2,276 Victoria n/a 1,496 n/a 300 n/a 74,530 n/a 589 Queensland 27 371 26 113 518 17,120 509 792 South Australia 397 47 222 13 16,161 3,285 1,008 89 Western Australia 617 195 356 71 18,594 6,151 1,692 289 Tasmania 165 54 113 27 4,510 1,638 310 48 Northern Territory 113 10 108 8 3,286 275 1,369 150 Australian Capital Territory 78 8 36 1 3,623 407 102 1
Total 1,496 3,109 933 875 50,859 161,543 5,393 4,234 Source: DEEWR - National Preschool Census; 2007 Note: n/a in this table means not applicable
Table A2.2: Number of Indigenous enrolments in government and non-government preschools, by state/territory and location (a); 2003-2007 2003 2004 2005 2006 2007 Non Non Non Non Non Govt Govt Govt Govt Govt Govt Govt Govt Govt Govt New South Wales 348 2,346 284 2,388 434 2,339 422 2,341 403 2,276 Victoria 0 559 0 535 0 523 0 597 n/a 589 Queensland 0 896 0 862 0 738 0 810 509 792
South Australia 967 147 1,034 114 963 84 989 77 1,008 89 National Report to Parliament on Indigenous Education and Training, 2007 Western Australia 1,580 254 1,603 255 1,634 271 1,801 326 1,692 289 Tasmania 324 7 328 13 337 19 285 37 310 48 Northern Territory 1,406 129 1,403 141 1,413 130 1,338 139 1,369 150 Australian Capital Territory 72 16 79 16 122 12 96 17 102 1 Metropolitan zone n/a n/a 1,306 1,142 1,469 1,030 1,418 1,160 1,484 1,097 Provincial zone n/a n/a 1,337 2,293 1,386 2,249 1,404 2,270 1,471 2,253 Remote zone n/a n/a 2,088 889 2,048 837 2,109 914 2,438 884
Total 4,697 4,354 4,731 4,324 4,903 4,116 4,931 4,344 5,393 4,234
Source: DEEWR - National Preschool Census; 2003-2007 (a) The Department of Primary Industries and Energy classification system of Urban, Rural and Remote was replaced with the MCEETYA classification system of Metropolitan, Provincial and Remote in 2004.
187 Table A2.3 Number of Indigenous preschool enrolments, by gender, state/territory andlocation (a); 2003-2007 2003 2004 2005 2006 2007 Male Female Male Female Male Female Male Female Male Female New South Wales 1,419 1,270 1,379 1,293 1,419 1,270 1,379 1,293 1,373 1,306 Victoria 281 278 265 270 281 278 265 270 305 284 Queensland 478 418 454 408 478 418 454 408 675 626 South Australia 556 558 593 555 556 558 593 555 565 532 Western Australia 924 910 923 935 924 910 923 935 961 1,020 Tasmania 181 150 169 172 181 150 169 172 186 172 Northern Territory 770 745 795 749 770 745 795 749 788 731 Australian Capital Territory 47 40 46 49 47 40 46 49 52 51 Metropolitan zone n/a n/a 1,278 1,170 n/a n/a 1,278 1,170 1,327 1,254 Provincial zone n/a n/a 1,826 1,804 n/a n/a 1,826 1,804 1,905 1,819 Remote zone n/a n/a 1,520 1,457 n/a n/a 1,520 1,457 1,673 1,649 Total 4,656 4,369 4,624 4,431 4,656 4,369 4,624 4,431 4,905 4,722
Source: DEEWR — National Preschool Census; 2003-2007 (a) The Department of Primary Industries and Energy classification system of Urban, Rural and Remote was replaced with the MCEETYA classification system of Metropolitan, Provincial and Remote in 2004. Note: In addition to the 2003 numbers in this table there were 26 additional students whose details are not known.
Table A2.4: Number of Indigenous preschool enrolments, by age group, state/territory and location (a); 2007 3 years old or less 4 years old 5 years or older New South Wales 879 1,340 460 Victoria 18 316 255 Queensland 243 985 72 South Australia 467 572 58
National Report to Parliament on Indigenous Education and Training, 2007 Western Australia 212 1,712 57 Tasmania 0 180 178 Northern Territory 251 1,105 163 Australian Capital Territory 29 54 20 Metropolitan zone 559 1,653 369 Provincial zone 936 2,181 607 Remote zone 604 2,430 287
Totals 2,099 6,264 1,263
Source: DEEWR - National Preschool Census; 2007 (a) The Department of Primary Industries and Energy classification system of Urban, Rural and Remote was replaced with the MCEETYA classification system of Metropolitan, Provincial and Remote in 2004.
188 Table A2.5: Number of Indigenous preschool enrolments, by state/territory and location (a); 2003-2007 2003 2004 2005 2006 2007 New South Wales 2,694 2,672 2,773 2,763 2,679 Victoria 559 535 523 597 589 Queensland 896 862 738 810 1,301 South Australia 1,114 1,148 1,047 1,066 1,097 Western Australia 1,834 1,858 1,905 2,127 1,981 Tasmania 331 341 356 322 358 Northern Territory 1,535 1,544 1,543 1,477 1,519 Australian Capital Territory 88 95 134 113 103 Metropolitan zone n/a 2,448 2,499 2,578 2,581 Provincial zone n/a 3,630 3,635 3,674 3,724 Remote zone n/a 2,977 2,885 3,023 3,322
Totals 9,051 9,055 9,019 9,275 9,627
Source: DEEWR - National Preschool Census; 2003-2007 (a) The Department of Primary Industries and Energy classification system of Urban, Rural and Remote was replaced with the MCEETYA classification system of Metropolitan, Provincial and Remote in 2004. Note: This table shows Indigenous enrolments by MCEETYA Classification of Geographic Location. This classification system of Metropolitan, Provincial and Remote Zones was adopted for reporting the 2004 results, and introduces a break in the series of reporting by geographical classification for this report but makes it compatible with other studies within DEEWR. In this table n/a means not applicable.
Table A2.6: Definitions of ‘preschool’ for the non-government sector, by state and territory Definition New South Wales All registered preschools offering an educational program and not part of existing Census arrangements. Northern Territory All registered preschools offering an educational program and not part of existing Census arrangements. Queensland An approved kindergarten program (year 1 minus 2) which is associated with a non-State school approved by the Minister, or a community preschool which is affiliated with, or recognised by, the Crèche and Kindergarten
Association of Queensland. (Pre-year 1 grade or ‘preschool’ is excluded). For independent preschools or National Report to Parliament on Indigenous Education and Training, 2007 kindergartens not associated with a non-Government school, include all children. South Australia All registered preschools offering an educational program and not part of existing Census arrangements. Tasmania A sessional education program before the first year of compulsory education in a kindergarten, and not part of an existing Census arrangement. Victoria A Government funded preschool education program in a registered children’s service centre. Western Australia All preschools offering an approved kindergarten grade (year 1 minus 2) educational program in a non-Government school registered for preschool education, or in a registered independent preschool centre or kindergarten. (Pre-year 1 grade or ‘pre-primary’ is excluded). Australian Capital Territory A non-profit preschool offering an educational program and is not part of existing Census arrangements.
189 Appendix 3: School statistical tables
Table A3.1: Percentage of Year 3 students achieving the reading, writing and numeracy benchmarks, by Indigenous and All Australian students; 1999-2007 1999 2000 2001 2002 2003 2004 2005 2006 2007 Reading 73.4 76.9 72.0 76.7 78.8 82.9 78.0 79.7 80.7 Indigenous ±6.2 ±6.5 ±4.8 ±4.1 ±6.9 ±3.6 ±4.3 ±4.3 ±4.1 89.7 92.5 90.3 92.3 92.4 93.0 92.7 93.0 93.4 All students ±2.5 ±2.2 ±2.0 ± 1.7 ± 1.7 ± 1.5 ± 1.6 ±1.7 ±1.5
Writing 66.9 65.0 67.8 77.1 75.2 76.8 74.0 77.9 76.6 Indigenous ± 4.8 ± 5.4 ± 4.9 ±3.5 ±4.1 ±4.3 ±4.7 ±3.8 ±3.8 91.9 90.0 89.5 93.6 92.2 92.9 92.8 93.9 93.0 All students ± 1.8 ± 2.6 ± 2.3 ±1.2 ±1.5 ±1.5 ± 1.6 ±1.3 ±1.4
Numeracy 73.7 80.2 77.6 80.5 79.2 80.4 76.2 78.8 Indigenous ± 7.1 ± 3.9 ±3.6 ±3.7 ±4.1 ±3.8 ±4.3 ±4.1
92.7 93.9 92.8 94.2 93.7 94.1 93.0 93.2 All students ± 2.0 ± 1.2 ±1.3 ±1.1 ±1.2 ± 1.1 ±1. ±1.4
Source: MCEETYA – National Report on Schooling in Australia, 2000-2007 Note: In this table 95% confidence intervals are shown. For example, the 2003 reading benchmark result for Year 3 is given as 78.8% + or – 6.9. This means there is a 95% probability that between 71.9% and 85.7% of Indigenous students in Year 3 in 2003 achieved the benchmark.
Table A3.2: Percentage of Year 5 students achieving the reading, writing and numeracy benchmarks, by Indigenous and All Australian students; 1999-2006 1999 2000 2001 2002 2003 2004 2005 2006 2007 Reading Indigenous 58.7 62.0 66.9 68.0 67.7 69.4 62.8 66.3 67.6 ±4.2 ±4.8 ±3.6 ±3.5 ±4.1 ±3.8 ±4.1 ±4.4 ±4.2
National Report to Parliament on Indigenous Education and Training, 2007 All students 85.6 87.4 89.8 89.3 89.0 88.7 87.5 88.4 89.2 ±2.0 ±2.1 ±1.3 ±1.4 ±1.5 ±1.6 ±1.8 ±1.6 ±1.6
Writing Indigenous 74.6 74.3 79.9 76.4 79.6 81.7 74.3 77.0 79.5 ± 3.6 ± 3.7 ± 3.3 ±3.8 ±3.8 ±3.5 ±4.3 ±4.0 ±3.2 All students 93.0 92.5 94.0 93.6 94.1 94.2 93.3 93.8 94.1 ± 1.1 ± 1.3 ± 1.0 ±1.1 ±1.1 ±1.1 ± 1.3 ±1.3 ±0.9
Numeracy Indigenous 62.8 63.2 65.6 67.6 69.4 66.5 66.0 65.5 ± 4.5 ± 3.7 ±3.7 ±3.9 ±3.9 ±3.9 ±3.8 ±3.4
All students 89.6 89.6 90.0 90.8 91.2 90.8 90.3 89.0 ± 1.7 ± 1.3 ±1.3 ±1.2 ±1.2 ± 1.3 ±1.3 ±1.3
Source: MCEETYA – National Report on Schooling in Australia, 2000-2007 Note: In these tables 95% confidence intervals are shown. For example, the 2003 reading benchmark result for Year 5 is given as 67.7 + or – 4.1. This means there is a 95% probability that between 63.6% and 71.8% of Indigenous students in Year 5 in 2003 achieved the benchmark.
190 Table A3.3: Percentage of Year 7 students achieving the reading, writing and numeracy benchmarks, by Indigenous and All Australian students; 2001-2007 2001 2002 2003 2004 2005 2006 2007 Reading Indigenous 60.1 65.3 66.5 71.0 63.8 63.2 64.7 ±3.1 ±2.9 ±3.1 ±2.8 ±2.9 ±3.0 ±2.8 All students 88.4 89.1 89.4 91.0 89.8 89.2 89.3 ±0.9 ±0.8 ±0.9 ±0.7 ±0.8 ±0.8 ±0.8
Writing Indigenous 74.3 71.6 74.4 78.8 72.3 73.8 74.5 ±4.6 ±4.8 ±4.4 ±3.8 ±4.3 ±3.9 ±3.8 All students 92.6 90.7 92.1 93.6 92.2 92.4 92.5 ±1.6 ±1.7 ±1.7 ±1.3 ±1.5 ±1.5 ±1.3
Numeracy Indigenous 48.6 51.9 49.3 51.9 48.8 47.5 46.0 ±2.8 ±3.0 ±2.9 ±2.8 ±2.9 ±2.9 ±2.7
All students 82.0 83.5 81.3 82.1 81.8 79.7 80.2 ±0.9 ±0.9 ±0.8 ±0.8 ±0.9 ±1.1 ±0.9
Source: MCEETYA – National Report on Schooling in Australia, 2002-2007 National Report to Parliament on Indigenous Education and Training, 2007
191 Table A3.4: Percentage of Indigenous and All students meeting the reading, writing and numeracy benchmarks, by year level and geolocation; Australia, 2007 Overall Metropolitan Provincial Remote Very Remote Year 3 reading All students 93.4 94.2 92.6 88.8 71.7 Indigenous students 80.7 86.3 83.9 70.1 53.8 % point difference 12.7 7.9 8.7 18.7 17.9 Year 3 writing All students 93.0 94.0 92.0 84.1 62.5 Indigenous students 76.6 84.7 80.8 61.2 40.8 % point difference 16.4 9.3 11.2 22.9 21.7 Year 3 numeracy All students 93.2 93.8 92.7 87.7 67.2 Indigenous students 78.8 84.2 83.6 69.5 49.5 % point difference 14.4 9.6 9.1 18.2 17.7 Year 5 reading All students 89.2 90.3 87.7 79.8 56.2 Indigenous students 67.6 74.5 71.3 55.6 32.6 % point difference 21.6 15.8 16.4 24.2 23.6 Year 5 writing All students 94.1 95.1 93.2 84.6 61.5 Indigenous students 79.5 88.1 82.9 62.8 40.4 % point difference 14.6 7.0 10.3 21.8 21.1 Year 5 numeracy All students 89.0 90.2 87.8 78.3 52.2 Indigenous students 65.5 73.6 70.1 49.6 27.2 % point difference 23.5 16.6 17.7 28.7 25.0 Year 7 reading All students 89.3 90.5 88.0 77.1 49.5 Indigenous students 64.7 72.4 69.3 47.0 25.4 Year 7 writing National Report to Parliament on Indigenous Education and Training, 2007 All students 92.5 93.7 90.9 78.9 59.0 Indigenous students 74.5 83.3 77.5 52.8 38.3 % point difference 18.0 10.4 13.4 26.1 20.7 Year 7 numeracy All students 80.2 81.7 78.0 70.4 43.8 Indigenous students 46.0 51.7 49.0 35.7 18.9 % point difference 34.2 30.0 29.0 34.7 24.9 Source: MCEETYA – National Report on Schooling in Australia, 2007
192 Table A3.5: Indigenous primary school enrolments, by government/non-government sectors, and growth; Australia, 2002-2007 Indigenous primary school students Pre Year Total Year 1 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Ungraded Primary All schools 2002 7,606 11,702 11,604 11,192 11,181 10,968 10,467 6,304 1,426 82,450 2003 8,428 10,856 11,545 11,590 11,255 11,371 11,085 6,425 1,523 84,078 2004 8,899 11,977 11,013 11,700 11,882 11,493 11,502 6,877 1,219 86,562 2005 9,176 12,366 11,993 11,221 11,956 12,085 11,583 6,973 1,239 88,592 2006 9,311 12,864 12,507 12,165 11,418 12,242 12,232 7,102 1,174 91,015 2007 11,710 12,798 12,925 12,618 12,467 11,581 12,404 7,481 1,188 95,172 Government schools 2002 6,815 10,553 10,380 10,061 10,004 9,837 9,416 5,553 1,116 73,735 2003 7,531 9,734 10,361 10,414 10,109 10,130 9,937 5,728 1,265 75,209 2004 7,934 10,707 9,844 10,541 10,612 10,322 10,260 6,143 1,017 77,380 2005 8,057 10,983 10,675 9,990 10,714 10,729 10,365 6,196 1,063 78,772 2006 8,163 11,407 11,105 10,794 10,128 10,919 10,829 6,316 1,076 80,737 2007 10,345 11,302 11,479 11,173 11,061 10,266 11,037 6,631 1,125 84,419 Non-government schools 2002 791 1,149 1,224 1,131 1,177 1,131 1,051 751 310 8,715 2003 897 1,122 1,184 1,176 1,146 1,241 1,148 697 258 8,869 2004 965 1,270 1,169 1,159 1,270 1,171 1,242 734 202 9,182 2005 1,119 1,383 1,318 1,231 1,242 1,356 1,218 777 176 9,820 2006 1,148 1,457 1,402 1,371 1,290 1,323 1,403 786 98 10,278 2007 1,365 1,496 1,446 1,445 1,406 1,315 1,367 850 63 10,753 All schools 2002 195,937 253,720 256,929 256,657 257,788 256,819 258,473 97,673 14,900 1,848,896 2003 205,559 242,599 252,643 257,253 257,270 259,336 257,851 97,475 15,106 1,845,092 2004 206,900 251,408 241,744 253,391 257,997 258,951 260,556 99,388 14,894 1,845,229 2005 208,367 252,661 250,724 242,427 254,721 259,751 260,623 99,641 14,662 1,843,577 2006 207,705 254,625 252,284 252,060 244,152 256,960 261,594 100,795 14,997 1,845,172 2007 235,449 252,948 254,894 253,927 254,181 246,570 258,913 101,784 15,465 1,874,131 Government schools
2002 137,708 180,672 184,043 183,573 184,219 182,311 182,281 70,292 12,916 1,318,015 National Report to Parliament on Indigenous Education and Training, 2007 2003 145,084 170,859 179,541 182,999 182,941 183,105 181,153 69,467 13,355 1,308,504 2004 145,323 177,424 169,618 178,806 182,443 181,823 182,305 70,249 13,002 1,300,993 2005 145,579 176,777 176,357 168,797 178,589 181,215 181,162 69,830 13,306 1,291,612 2006 144,455 177,517 175,981 176,298 169,125 177,995 180,552 69,956 13,643 1,285,522 2007 162,524 174,583 177,179 176,228 176,508 168,456 177,472 70,047 14,141 1,297,138 Non-government schools 2002 58,229 73,048 72,886 73,084 73,569 74,508 76,192 27,381 1,984 530,881 2003 60,475 71,740 73,102 74,254 74,329 76,231 76,698 28,008 1,751 536,588 2004 61,577 73,984 72,126 74,585 75,554 77,128 78,251 29,139 1,892 544,236 2005 62,788 75,884 74,367 73,630 76,132 78,536 79,461 29,811 1,356 551,965 2006 63,250 77,108 76,303 75,762 75,027 78,965 81,042 30,839 1,354 559,650 2007 72,925 78,365 77,715 77,699 77,673 78,114 81,441 31,737 1,324 576,993 Source: DEEWR derived from National Schools Statistics Collection; 2002-2007
193 Table A3.6: Indigenous and non-Indigenous secondary school enrolments, by government/non-government sectors; Australia, 2002-2007 Indigenous secondary school students Total Total primary & Year Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Ungraded secondary secondary All schools 2002 3,912 9,457 8,474 6,999 4,598 2,941 2,816 39,197 121,647 2003 4,058 10,022 8,994 7,559 4,973 3,053 3,155 41,814 125,892 2004 4,243 10,360 9,774 7,976 5,297 3,220 3,051 43,921 130,483 2005 4,610 11,209 10,191 8,881 5,792 3,427 2,395 46,505 135,097 2006 4,616 11,804 10,962 9,381 6,815 3,728 2,068 49,374 140,389 2007 4,869 11,970 11,465 10,090 7,163 4,311 2,141 52,009 147,181 Government schools 2002 3,522 8,064 7,242 5,794 3,715 2,342 2,017 32,696 106,431 2003 3,650 8,532 7,697 6,399 4,030 2,409 2,227 34,944 110,153 2004 3,813 8,852 8,264 6,694 4,358 2,551 2,147 36,679 114,059 2005 4,088 9,440 8,617 7,296 4,690 2,707 1,841 38,679 117,451 2006 4,031 9,882 9,232 7,765 5,524 2,963 1,492 40,889 121,626 2007 4,236 10,032 9,583 8,337 5,750 3,353 1,603 42,894 127,313 Non-government schools 2002 390 1,393 1,232 1,205 883 599 799 6,501 15,216 2003 408 1,490 1,297 1,160 943 644 928 6,870 15,739 2004 430 1,508 1,510 1,282 939 669 904 7,242 16,424 2005 522 1,769 1,574 1,585 1,102 720 554 7,826 17,646 2006 585 1,922 1,730 1,616 1,291 765 576 8,485 18,763 2007 633 1,938 1,882 1,753 1,413 958 538 9,115 19,868 All schools 2002 157,378 253,471 248,614 243,536 220,722 190,731 16,754 1,331,206 3,180,102 2003 162,146 256,725 253,451 246,203 221,337 190,563 17,211 1,347,636 3,192,728 2004 159,623 261,111 256,382 250,102 221,596 190,262 17,478 1,356,554 3,201,783 2005 161,871 260,578 261,009 253,145 224,134 190,738 17,990 1,369,465 3,213,042 2006 161,130 263,147 260,901 258,491 228,098 192,852 18,537 1,383,156 3,228,328 2007 161,568 263,758 264,350 259,203 233,584 193,905 18,843 1,395,211 3,269,342 Government schools National Report to Parliament on Indigenous Education and Training, 2007 2002 96,233 158,069 156,647 153,455 137,810 115,304 15,373 832,891 2,150,906 2003 98,944 159,278 158,003 153,437 136,539 113,970 15,804 835,975 2,144,479 2004 97,020 161,041 158,998 154,154 135,292 112,371 16,098 834,974 2,135,967 2005 98,214 159,473 160,874 155,256 135,315 111,221 16,671 837,024 2,128,636 2006 97,248 160,244 159,762 157,890 137,691 110,953 17,293 841,081 2,126,603 2007 96,726 159,339 161,279 157,468 140,358 111,192 17,564 843,926 2,141,064 Non-government schools 2002 61,145 95,402 91,967 90,081 82,912 75,427 1,381 498,315 1,029,196 2003 63,202 97,447 95,448 92,766 84,798 76,593 1,407 511,661 1,048,249 2004 62,603 100,070 97,384 95,948 86,304 77,891 1,380 521,580 1,065,816 2005 63,657 101,105 100,135 97,889 88,819 79,517 1,319 532,441 1,084,406 2006 63,882 102,903 101,139 100,601 90,407 81,899 1,244 542,075 1,101,725 2007 64,842 104,419 103,071 101,735 93,226 82,713 1,279 551,285 1,128,278 Source: DEEWR derived from National Schools Statistics Collection; 2002-2007
194 Table A3.7: Indigenous school enrolments by government/non-government sectors and level of schooling; Australia, 2001-2007 2001 2002 2003 2004 2005 2006 2007 Government primary 70,702 73,735 75,209 77,380 78,772 80,737 84,419 (89.5%) (89.4%) (89.5%) (89.4%) (88.9%) (88.7%) (88.7%) Non-government primary 8,255 8,715 8,869 9,182 9,820 10,278 10,753 (10.5%) (10.6%) (10.5%) (10.6%) (11.1%) (11.3%) (11.3%) Total primary 78,957 82,450 84,078 86,562 88,592 91,015 95,172 Government secondary 30,549 32,696 34,944 36,679 38,679 40,889 42,894 (83.6%) (83.4%) (83.6%) (83.5%) (83.2%) (82.8%) (82.5%) Non-government secondary 5,995 6,501 6,870 7,242 7,826 8,485 9,115 (16.4%) (16.6%) (16.4%) (16.5%) (16.8%) (17.2%) (17.5%)
Total secondary 36,544 39,197 41,814 43,921 46,505 49,374 52,009 Source: DEEWR- derived from ABS National Schools Statistics Collection; 2001-2007 National Report to Parliament on Indigenous Education and Training, 2007
195 Table A3.8: Indigenous and non-Indigenous apparent retention rates(a) to Years 10, 11 and 12, by government/non-government sectors; Australia, 2002-2007 Year 10 (%) Year 11 (%) Year 12 (%) Year 10 – 12 (%) All Schools Indigenous students 2002 86.4 58.9 38.0 45.8 2003 87.4 61.4 39.1 45.7 2004 85.8 61.1 39.8 46.0 2005 88.3 62.3 39.5 45.3 2006 91.3 67.7 40.1 46.8 2007 90.5 69.7 42.9 48.5 Non-Indigenous students 2002 98.5 88.7 76.3 77.8 2003 98.9 89.5 76.5 77.7 2004 98.5 89.0 76.9 78.1 2005 98.6 88.3 76.6 77.5 2006 98.9 88.9 76.0 77.1 2007 99.4 89.4 75.6 76.6 Government Schools Indigenous students 2002 84.7 56.1 35.5 43.1 2003 87.3 58.9 36.4 43.6 2004 84.8 59.5 37.3 44.0 2005 85.2 59.4 36.9 42.3 2006 88.1 64.5 37.5 44.3 2007 88.4 65.3 39.1 46.0 Non-Indigenous students 2002 97.4 85.9 70.9 73.2 2003 97.8 86.7 71.0 72.9 2004 97.4 86.2 71.3 73.2 2005 97.6 85.5 70.9 72.5 2006 98.0 86.6 70.1 72.0 2007 98.8 87.1 69.9 71.6 Non-Government Schools Indigenous students National Report to Parliament on Indigenous Education and Training, 2007 2002 95.9 75.0 52.9 60.4 2003 86.8 75.1 54.7 55.6 2004 92.0 70.2 53.3 55.5 2005 106.2 79.1 53.9 62.1 2006 110.5 86.2 55.0 59.8 2007 102.3 96.8 64.2 60.4 Non-Indigenous students 2002 100.3 93.7 86.3 86.2 2003 100.7 94.4 86.6 86.3 2004 100.5 93.7 86.7 86.5 2005 100.3 93.0 86.3 85.7 2006 100.3 92.6 85.8 85.4 2007 100.4 93.0 84.8 84.5 Source: DEEWR derived from National Schools Statistics Collection; 2002-2007 (a) Revisions by the ABS in 2008 have resulted in a number of small variations to enrolment and retention data previously published in this series of reports.
196 Table A3.9: Indigenous apparent grade progression ratios(a) and the percentage point gap between them and non-Indigenous ratios; Australia, 2001-2007
Year 8 to Year 9 Year 9 to Year 10 Year 10 to Year 11 Year 11 to Year 12 % point gap % point gap % point gap % point gap Indigenous with non- Indigenous with non- Indigenous with non- Indigenous with non- Year (%) Indigenous (%) Indigenous (%) Indigenous (%) Indigenous 2001 96.1 3.7 89.7 8.9 67.6 21.8 66.6 19.9 2002 97.5 2.2 89.6 9.0 68.8 21.2 67.8 19.3 2003 95.1 4.9 89.2 9.8 71.1 19.8 66.4 19.9 2004 97.5 2.4 88.7 10.0 70.1 19.9 64.7 21.3 2005 98.4 1.6 90.9 7.8 72.6 17.0 64.7 21.4 2006 97.8 2.3 92.1 6.9 76.7 13.4 64.4 21.6 2007 97.1 3.4 92.0 7.3 76.4 14.0 63.3 21.7 Source: DEEWR derived from National Schools Statistics Collection; 2001-2007 (a) Revisions by the ABS in 2008 have resulted in a number of small variations to enrolment and retention data previously published in this series of reports.
Table A3.10: Indigenous and non-Indigenous apparent grade progression ratios (a), by state/territory; 2007
Year 8 to Year 9 Year 9 to Year 10 Year 10 to Year 11 Year 11 to Year 12 Non- Non- Non- Non- Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous Indigenous (%) (%) (%) (%) (%) (%) (%) (%) NSW 95.2 99.7 86.0 98.1 59.9 84.0 70.1 87.2 Vic. 95.6 100.4 85.9 98.8 84.7 95.2 69.8 86.4 Qld. 100.6 101.3 95.6 100.6 83.2 91.8 75.9 87.1 SA 103.9 100.7 96.7 101.5 86.9 96.9 63.8 77.9 WA 99.1 101.3 96.2 100.9 82.0 91.8 38.9 77.3 Tas. 105.7 99.8 95.7 99.5 50.8 78.2 76.0 85.1 NT 83.8 99.0 89.1 94.9 95.3 92.2 46.2 75.3 National Report to Parliament on Indigenous Education and Training, 2007 ACT 92.2 100.3 103.7 98.9 74.3 100.6 69.0 86.9 Aust. 97.1 100.5 92.0 99.3 76.4 90.4 63.3 85.0 Source: DEEWR derived from National Schools Statistics Collection; 2007 (a) Revisions by the ABS in 2008 have resulted in a number of small variations to enrolment and retention data previously published in this series of reports.
197 Table A3.11: Indigenous apparent retention rates (a) and the percentage point gap between them and non-Indigenous rates; Australia, 2001-2007
Year 7/8-10 Year 7/8-11 Year 7/8-12 Year 10-12 % point gap % point gap % point gap % point gap Indigenous with non- Indigenous with non- Indigenous with non- Indigenous with non- Year (%) Indigenous (%) Indigenous (%) Indigenous (%) Indigenous 2001 85.7 12.8 56.1 31.5 35.7 38.8 43.6 32.6 2002 86.4 12.0 58.9 29.7 38.0 38.2 45.8 32.0 2003 87.2 11.6 61.4 28.1 39.1 37.4 45.7 32.0 2004 85.8 12.7 61.1 27.9 39.8 37.2 46.0 32.1 2005 88.3 10.4 62.3 26.0 39.5 37.0 45.3 32.1 2006 91.3 7.6 67.7 21.2 40.1 35.8 46.7 30.3 2007 90.5 8.9 69.7 19.6 42.9 32.7 48.5 28.1
Source: DEEWR derived from National Schools Statistics Collection; 2001-2007 (a) Revisions by the ABS in 2008 have resulted in a number of small variations to enrolment and retention data previously published in this series of reports. National Report to Parliament on Indigenous Education and Training, 2007
198 Table A3.12: The overall structure of schooling in Australia New South Wales, Victoria, South Australia, Western Australia, Year Tasmania, Australian Capital Territory Northern Territory, Queensland Year 12 Year 11 Year 10 Secondary Secondary Year 9 Year 8 Year 7 Year 6 Year 5 Year 4 Primary Primary Year 3 Year 2 Year 1 Preparatory (Queensland) Kindergarten (NSW and ACT) Reception (South Australia) Pre-Year 1 Preparatory (Victoria and Tasmania) Pre-Primary (Western Australia) Transition (Northern Territory) Source: Schools Australia 2007, Australian Bureau of Statistics
The overall structure of schooling in Australia in 2007 varied between the states and territories, as shown in the diagram below. With Queensland moving to introduce a Pre-year 1 grade in 2007 (with an initial half cohort), there became two basic patterns in formal schooling in Australia.
• In New South Wales, Victoria, Tasmania and the Australian Capital Territory primary education comprises a Pre-Year 1 grade followed by Years 1 to 6. In New South Wales and the Australian Capital Territory, Pre-Year 1 is called Kindergarten and in Victoria and Tasmania it is called Preparatory. Secondary education comprises Years 7 to 12. • In Queensland, South Australia, Western Australia and the Northern Territory primary education comprises a Pre-Year 1 grade followed by Years 1 to 7. Pre-year 1 in Queensland is called Preparatory, in South Australia it is called Reception, in Western Australia it is called Pre-Primary and in the Northern Territory it is called Transition. Secondary education comprises Years 8 to 12. National Report to Parliament on Indigenous Education and Training, 2007 Age of Schooling The age at which students may attend school is the subject of separate legislation within each jurisidiction. In 2007, the age at which a child’s attendance at school becomes compulsory was six years for all states and territories except Tasmania, where it was five years. In practice, the majority of children start earlier, with minimum starting ages restricting enrolment to children aged between four and a half to five years at the beginning of the (Pre-year 1) school year.
In 2007, students were required to be at school (or undertaking the school curriculum in the case of home schooling) until reaching:
• 15 years of age (New South Wales, Victoria, Northern Territory and Australian Capital Territory) or • 16 years of age (South Australia and Tasmania) or • 16 years of age or completing year 10 (Queensland) or • the end of the year in which students turn 16 (Western Australia).
199 Appendix 4: Vocational Education and Training statistical tables
Table A4.1: Number and proportions of Indigenous VET students, by provider type; Australia, 2001-2007 (a)
Type of provider 2001 2002 2003 2004 2005 2006 2007
Government 41,508 43,924 39,174 38,196 39,660 43,931 47,520 (71.5%) (73.5%) (67.4%) (67.4%) (63.2%) (64.8%) (67.0%) Indigenous controlled 6,057 4,134 5,600 6,952 8,760 9,405 9,276 (10.4%) (6.9%) (9.6%) (12.3%) (14.0%) (13.9%) (13.1%) Other non-government 10,481 11,705 13,313 11,513 14,306 14,505 14,106 (18.1%) (19.6%) (22.9%) (20.3%) (22.8%) (21.4%) (19.9%)
Totals 58,046 59,763 58,087 56,661 62,726 67,841 70,902
Source: NCVER National VET provider collection; 2001-2007 (a) NCVER reports a minor break in series between 2002 and 2003 resulting from the exclusion of a small number of credit transfer only students. To maintain consistency with other reports in this series, previously published figures for 2001 to 2003 are included here.
Table A4.2: Number of Indigenous VET students and the ratio of Indigenous to All students, by state and territory; 2001-2007 (a)
2001 2002 2003 2004 2005 2006 2007
New South Wales 17,279 17,183 16,414 16,827 19,461 22,407 24,096 (2.9%) (3.1%) (2.8%) (3.3%) (3.5%) (4.0%) (4.4%) Victoria 4,403 4,362 4,108 4,105 4,343 4,616 5,030 (0.9%) (0.9%) (0.8%) (0.9%) (0.9%) (1.0%) (1.1%) Queensland 13,397 14,720 13,944 12,927 13,524 13,833 14,749 (4.2%) (4.9%) (4.7%) (4.6%) (4.7%) (4.7%) (5.1%) South Australia 4,269 4,454 4,200 3,955 4,153 4,912 4,469 (3.0%) (3.5%) (3.7%) (3.6%) (3.6%) (4.0%) (3.6%) Western Australia 7,995 8,039 9,263 9,613 10,211 10,071 10,300 National Report to Parliament on Indigenous Education and Training, 2007 (5.9%) (6.0%) (7.1%) (7.6%) (7.8%) (7.3%) (7.2%) Tasmania 1,284 952 1,048 1,182 1,197 1,267 1,456 (3.6%) (2.9%) (2.9%) (3.1%) (3.0%) (3.0%) (3.3%) Northern Territory 9,121 9,806 8,858 7,571 9,378 10,307 10,409 (40.3%) (43.6%) (44.4%) (38.5%) (44.1%) (47.1%) (45.6%) Australian Capital Territory 298 247 252 481 459 428 393 (1.4%) (1.2%) (1.2%) (2.2%) (2.0%) (1.8%) (1.6%) Australia 58,046 59,763 58,087 56,661 62,726 67,841 70,902 (3.3%) (3.5%) (3.4%) (3.6%) (3.8%) (4.0%) (4.3%)
Source: NCVER National VET provider collection; 2001-2007 (a) NCVER reports a minor break in series between 2002 and 2003 resulting from the exclusion of a small number of credit transfer only students. To maintain consistency with other reports in this series, previously published figures for 2001 to 2003 are included here.
200 Table A4.3: Total Indigenous VET enrolments (with proportions), by AQF course level; Australia - 2001, 2004 and 2007 change 2001 2004 2007 2001-2007 Diploma or higher 3,711 3,034 2,743 -968 (4.8%) (4.0%) (2.8%) (-26.1%) AQF Certificate IV 5,058 5,260 6,240 1,182 (6.5%) (6.9%) (6.3%) (23.4%) AQF Certificate III 13,691 15,394 20,048 6,357 (17.5%) (20.1%) (20.3%) (46.4%) Total enrolments at AQF Certificate III and above 22,460 23,688 29,031 6,571 (28.8%) (30.9%) (29.5%) (29.3%) AQF Certificate II 22,943 20,101 22,881 -62 (29.4%) (26.2%) (23.2%) (-0.3)% AQF Certificate I 16,142 15,260 19,512 3,370 (20.7%) (19.9%) (19.8%) (20.9%) Total AQF enrolments 61,545 59,049 71,424 9,879 (78.8%) (77.0%) (72.5%) (16.1%) Secondary education 36 259 166 130 (0.0%) (0.3%) (0.2%) (361.1%) Other education (a) 9,234 13,515 23,420 14,186 (11.8%) (17.6%) (23.8%) (153.6%) Non-award 7,281 3,863 3,550 -3,731 (9.3%) (5.0%) (3.6%) (-51.2%) Total non-AQF enrolments 16,551 17,637 27,136 9,879 (21.2%) (23.0%) (27.5%) (64.0%)
Australia 78,096 76,686 98,560 20,464 (100.0%) (100.0%) (100.0%) (26.2%)
Source: NCVER National VET provider collection; 2001, 2004, 2007 (a ) Includes students classified under ‘Statement of Attainment’ and ‘Education not Elsewhere Classified’. Also included in 2001 are 1,185 enrolments where the AQF level is not known. National Report to Parliament on Indigenous Education and Training, 2007
201 Table A4.4: Proportions of Indigenous VET course enrolments by AQF course level, 2001-2007, and non-Indigenous VET course enrolments, 2007; Australia
Non- Indigenous Indigenous 2001 2002 2003 2004 2005 2006 2007 2007 AQF Diploma or higher 4.8 4.4 4.1 4.0 3.4 2.9 2.8 10.0 AQF Certificate IV 6.5 7.0 6.7 6.9 6.7 6.2 6.3 11.3 AQF Certificate III 17.5 19.7 19.6 20.1 19.8 19.6 20.3 28.5 AQF Certificate III and above (a) 28.8 31.1 30.3 31.0 30.0 28.7 29.5 49.8 AQF Certificate II 29.4 27.6 25.8 26.2 25.0 23.4 23.2 17.3 AQF Certificate I 20.7 18.4 20.1 19.9 22.7 20.0 19.8 7.0 AQF Certificates I and II 50.1 46.0 45.9 46.1 47.7 43.4 43.0 24.3 Total AQF qualifications (a) 78.8 77.1 76.2 77.0 77.7 72.1 72.5 74.1 Other education (b) 21.2 22.9 23.8 23.0 22.3 27.9 27.5 25.9
Totals 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Source: NCVER National VET provider collection; 2001-2007 (a) totals may not add up because of rounding errors (b) also included are 1,185 enrolments in 2001 where the AQF level is not known.
Table A4.5: Proportion of Indigenous VET course enrolments at the AQF Certificate III and above levels, by state/territory; 2001, 2003, 2005 and 2007 and non- Indigenous VET course enrolments, 2007; Australia
Indigenous Indigenous Indigenous Indigenous Non-Indigenous 2001 2003 2005 2007 2007 State/Territory (%) (%) (%) (%) (%) New South Wales 26.0 25.5 27.6 26.5 42.9 Victoria 43.0 41.8 40.5 37.8 51.1 Queensland 32.4 39.1 38.8 39.9 57.7 South Australia 26.2 31.7 20.8 20.1 39.3 National Report to Parliament on Indigenous Education and Training, 2007 Western Australia 24.9 23.4 23.0 21.5 57.0 Tasmania 39.4 40.4 46.3 43.4 54.2 Northern Territory 21.6 22.3 24.2 23.6 55.9 Australian Capital Territory 49.4 47.2 63.2 43.5 61.6 Australia 28.8 30.3 30.0 29.5 49.8 Source: NCVER National VET provider collection; 2001, 2003, 2005, 2007
202 Table A4.6: Distribution of Indigenous VET course enrolments by major field of education, Australia, 2003, 2005 and 2007; and non-Indigenous distribution, 2007 Indigenous Indigenous Indigenous Non-Indigenous 2003 2005 2007 2007 Major field of education (%) (%) (%) (%) Natural and Physical Sciences 0.2 0.1 0.1 0.4 Information Technology 2.0 1.8 1.0 2.3 Engineering and Related Technologies 10.3 11.1 11.5 17.5 Architecture and Building 4.6 4.5 5.1 6.8 Agriculture, Environmental and Related Studies 8.1 9.3 9.2 4.0 Health 5.8 4.7 4.8 5.1 Education 3.3 4.1 4.7 2.7 Management and Commerce 15.6 16.0 15.5 21.0 Society and Culture 13.0 9.9 10.9 9.8 Creative Arts 5.7 5.8 5.6 2.5 Food, Hospitality and Personal Services 5.8 6.0 7.6 10.5 Mixed Field Programmes 21.1 20.9 18.8 11.2 Subject only - no field of education 4.4 5.9 5.1 6.1
Totals (a) 100.0 100.0 100.0 100.0
Source: NCVER National VET provider collection; 2003, 2005, 2007 (a) totals may not add up because of rounding errors
Table A4.7: Average annual hours and total number of hours (000) undertaken by Indigenous and non-Indigenous VET students; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Average annual hours 258 224 232 224 220 211 208 (Indigenous students) Total annual hours 14,958,447 13,390,453 13,484,469 12,664,267 13,814,234 14,302,188 14,755,820
(Indigenous students) National Report to Parliament on Indigenous Education and Training, 2007 Average annual hours 237 229 234 231 233 236 245 (non-Indigenous students) Total annual hours 330,840,121 294,888,465 310,969,120 286,559,018 301,137,463 318,844,820 346,790,148 (non-Indigenous students) Source: NCVER National VET provider collection; 2001-2007
203 Table A4.8: Home location of Indigenous and non-Indigenous VET students by geographical region; Australia, 2007
Indigenous Non-Indigenous Geographical region 2007(%) 2007(%) Major cities 23.2 54.5 Inner regional 16.6 23.6 Outer regional 26.7 14.7 Remote 11.5 2.5 Very remote 20.5 1.1 Not known or outside Australia 1.4 3.7
Totals 100.0 100.0
Source: NCVER National VET provider collection; 2007
Table A4.9: Highest level of schooling completed by Indigenous VET students and adjusted levels (a) Australia 2001, 2003, 2005 and 2007; and non- Indigenous levels of schooling, 2007 Indigenous Indigenous Indigenous Indigenous Non-Indigenous 2001 2003 2005 2007 2007 Highest Level of Schooling (%) (%) (%) (%) (%) Year 9 or lower 27.7 28.3 28.8 28.3 9.2 (33.1) (32.9) (33.6) (32.4) (10.9) Year 10 29.3 30.7 29.8 31.5 23.2 (35.0) (35.7) (34.8) (36.0) (27.5) Year 11 12.6 11.4 11.5 12.5 13.1 (15.0) (13.3) (13.4) (14.3) (15.5) Year 12 14.2 15.6 15.6 15.2 38.9 (16.9) (18.1) (18.2) (17.4) (46.1) Not known 16.2 14.0 14.2 12.5 15.6
Totals (b) 100.0 100.0 100.0 100.0 100.0
Source: NCVER National VET provider collection; 2001, 2003, 2005, 2007 (a) Figures in brackets are percentages that have been adjusted after the ‘not known’ category of students is removed National Report to Parliament on Indigenous Education and Training, 2007 from calculations. (b) Totals may not add up because of rounding errors.
204 Table A4.10: Age distribution (a) of Indigenous VET students, Australia, 2001, 2003, 2005 and 2007; and non-Indigenous students, 2007 Indigenous Indigenous Indigenous Indigenous Non-Indigenous 2001 2003 2005 2007 2007 Age group (%) (%) (%) (%) (%) 17 and under 19.4 17.9 19.5 21.7 14.7 18-20 14.8 15.9 15.3 14.9 17.5 21-25 15.2 15.5 14.8 14.6 14.7 26-30 12.8 12.1 11.1 10.5 9.4 Over 30 37.7 38.7 39.4 38.3 43.7
Totals 100.0 100.0 100.0 100.0 100.0
Source: NCVER National VET provider collection; 2001, 2003, 2005, 2007 excludes students whose age is not known
Table A4.11: Educational outcomes for Indigenous VET students undertaking basic literacy and numeracy modules/competencies; Australia, 2001-2007 and non-Indigenous VET students, 2007
Indigenous Non-Indigenous (%) (%) 2001 2002 2003 2004 2005 2006 2007 2007 Completion rate 56.5 51.0 54.7 56.7 59.2 66.4 61.5 64.6 Pass rate 44.6 41.5 40.3 50.3 56.3 62.2 56.4 57.6 Fail rate 22.2 22.2 19.2 20.7 12.0 11.2 14.1 21.1 Withdrawal rate 19.5 25.7 24.2 28.9 31.7 26.6 29.5 21.2
Source: NCVER National VET provider collection; 2001-2007
Table A4.12: Educational outcomes for Indigenous VET students in all modules/ competencies; Australia, 2001-2007 and non-Indigenous VET students, 2007 National Report to Parliament on Indigenous Education and Training, 2007 Indigenous Non-Indigenous (%) (%) 2001 2002 2003 2004 2005 2006 2007 2007 Completion rate 65.7 68.5 68.8 69.0 71.0 70.8 71.8 83.3 Pass rate 62.3 64.2 63.9 68.1 69.6 69.2 70.0 82.0 Fail rate 18.5 14.7 13.7 12.2 9.7 9.1 8.6 7.7 Withdrawal rate 15.3 16.4 16.8 19.7 20.7 21.6 21.4 10.3
Source: NCVER National VET provider collection; 2001-2007
205 Table A4.13: Load pass rates for government funded Indigenous VET students; Australia, 2002-2007
2002 2003 2004 2005 2006 2007 Load Pass Rate (%) 64.4 63.7 63.7 66.0 66.2 67.4 Annual growth (%) 3.3 -1.2 0.0 3.6 0.1 1.9 Growth since 2001 (%) 3.3 2.1 2.1 5.8 2.5 6.1 by Age Group (%) Age 15 to 19 60.5 60.1 59.1 62.0 62.4 63.0 Age 20 to 24 65.0 63.8 65.3 66.4 67.2 69.7 Age 25 to 39 65.1 64.2 64.8 67.7 67.1 68.9 Age 40 to 64 69.1 68.0 67.7 69.6 69.9 71.3 by Course Level (%) Diploma or Advanced Diploma 67.5 69.3 67.7 72.3 70.3 72.4 Certificate III or IV 69.2 67.7 69.0 70.7 69.4 71.7 Certificate I or II or lower 59.1 58.7 57.8 60.1 61.7 61.3 Other 63.6 60.0 58.5 63.7 65.1 66.8
Source: NCVER National VET provider collection; 2002-2007 National Report to Parliament on Indigenous Education and Training, 2007
206 Appendix 5: Higher education statistical tables
DEEWR Higher Education Participation rate for Indigenous parity Statistics Collection in higher education (parity rate) Unless otherwise stated, the source of statistical The AEP provides the national guidelines for data for Chapter 5 Higher Education is the the advancement of education for Indigenous DEEWR Higher Education Statistics Collection – Australians. Its goals for higher education Students and Staff, as published on the DEEWR include ‘equitable access’, ‘participation website: http://www.DEEWR.gov.au/sectors/ commensurate with that of all Australians’, higher_education/publications_resources/ and the ‘same graduation rates as for other statistics/publications_higher_education_ Australian students’. In the higher education statistics_collections.htm. sector the parity rate is used to measure performance against this notion of equity. The higher education terms used in this report follow the definitions that apply to DEEWR’s The parity rate indicates what level of Higher Education Statistics Collection. participation in higher education would be achieved if Indigenous people were participating The Higher Education Support Act, 2003 relative to their proportion of the Australian requires all higher education providers population. Calculation of the parity rate takes receiving Australian Government grants to account of the very different age distribution of provide statistical information in respect of the the Indigenous population as well as the actual provision of higher education. In 2007, 106 age distribution of higher education students in institutions provided data, which was 16 more any one year. than in 2006. There were 756,747 domestic Australian students in 2007, of whom 9,370 By comparing the parity rate with actual were Indigenous. Indigenous participation in higher education in any one year, we get a measure of the Indigenous performance indicators extent to which we are achieving the goal of The basis for calculating the four Indigenous equitable outcomes for Indigenous people. The education performance indicators - access higher education chapter uses the parity rate to rates, participation rates, success ratios and consider performance in relation to Indigenous retention ratios, changed in 2005. The rates commencing student numbers (access rate), total are now based on full year data, and include Indigenous student numbers (participation rate) only domestic students who have permanent and Indigenous award course completions. home residence in Australia and only students in
Table A institutions. The performance indicators National Report to Parliament on Indigenous Education and Training, 2007 have been re-calculated for 2001-2004 on the same basis. This means that there may be some minor differences between the data reported in this chapter and those in previous reports in this series.
207 Table A5.1: Commencing and all Indigenous students by state/territory, institution and gender, Australia; 2007 Commencing All State/Provider Males Females Total Males Females Total New South Wales Australian College of Applied Psychology 1 7 8 3 15 18 Australian Film, Television and Radio School 1 1 2 1 1 2 Avondale College 1 2 3 4 4 8 Charles Sturt University 68 106 174 164 221 385 East Coast Gestalt Training 0 0 0 1 0 1 JMC Academy 2 0 2 2 0 2 Jansen Newman Institute 0 2 2 0 2 2 Macleay College 1 1 2 1 1 2 Macquarie University 18 73 91 34 163 197 Moore Theological College 1 0 1 1 0 1 National Institute of Dramatic Art 0 1 1 2 3 5 SAE Investments 1 1 2 1 1 2 Southern Cross University 43 66 109 81 143 224 Sydney College of Divinity 2 2 4 3 5 8 The Australian Institute of Music 1 0 1 2 0 2 The College of Law 6 2 8 6 3 9 The University of New England 29 78 107 86 178 264 The University of New South Wales 29 31 60 81 84 165 The University of Newcastle 78 121 199 167 274 441 The University of Sydney 38 85 123 90 213 303 University of Technology, Sydney 34 72 106 103 198 301
National Report to Parliament on Indigenous Education and Training, 2007 University of Western Sydney 33 71 104 68 201 269 University of Wollongong 23 36 59 57 72 129 Wesley Institute 0 2 2 1 2 3 Wollongong College Australia 0 0 0 0 0 0
State Sub-total (a) 410 760 1,170 959 1,784 2,743
Source: DEEWR National Higher Education Statistics Collection; 2007 (a) New South Wales data include Australian Defence Force Academy data in 2006 and 2007. In previous years, Australian Defence Force Academy data were reported with the Australian Capital Territory.
208 Table A5.1: (continued)
Commencing All State/Provider Males Females Total Males Females Total Victoria Box Hill Institute of Technical and Further Education 0 0 0 1 1 2 Deakin University 47 116 163 142 301 443 Holmesglen Institute of TAFE 0 0 0 0 1 1 La Trobe University 8 33 41 26 62 88 Melbourne College of Divinity 0 1 1 0 3 3 Monash College Group 1 0 1 1 0 1 Monash University 20 28 48 46 71 117 RMIT University 11 17 28 28 35 63 Swinburne University of Technology 8 8 16 12 18 30 The Southern School of Natural Therapies 0 1 1 0 1 1 The University of Melbourne 16 32 48 67 114 181 University of Ballarat 6 20 26 12 30 42 Victoria University 9 17 26 18 26 44
State Sub-total 126 273 399 353 663 1,016 Queensland
Australian College of Natural Medicine 1 7 8 2 14 16 Bond University 4 5 9 5 6 11 Brisbane College of Theology 1 0 1 2 0 2 Central Queensland University 66 75 141 118 172 290 Christian Heritage College 0 1 1 2 1 3 Griffith University 50 53 103 133 206 339 James Cook University 31 107 138 101 302 403
Queensland Institute of Business and Technology 0 0 0 0 1 1 National Report to Parliament on Indigenous Education and Training, 2007 Queensland University of Technology 64 93 157 155 274 429 Shafston Institute of Technology 0 0 0 0 0 0 The University of Queensland 23 45 68 82 117 199 University of Southern Queensland 35 100 135 88 221 309 University of the Sunshine Coast 9 31 40 16 58 74
State Sub-total 284 517 801 704 1,372 2,076
Source: DEEWR National Higher Education Statistics Collection; 2007 (a) New South Wales data include Australian Defence Force Academy data in 2006 and 2007. In previous years, Australian Defence Force Academy data were reported with the Australian Capital Territory.
209 Table A5.1: (continued) Commencing All State/Provider Males Females Total Males Females Total Western Australia
Curtin International College 0 0 0 1 0 1
Curtin University of Technology 72 141 213 154 308 462
Edith Cowan University 40 81 121 72 170 242
Murdoch University 18 46 64 43 108 151
The University of Notre Dame Australia 2 14 16 2 31 33
The University of Western Australia 21 48 69 59 103 162
State Sub-total 153 330 483 331 720 1,051 South Australia South Australian Institute of Business and Technology 1 1 2 1 1 2 Tabor College Adelaide 0 3 3 0 5 5 The Flinders University of South Australia 20 37 57 59 82 141 The University of Adelaide 38 37 75 69 69 138 University of South Australia 30 76 106 96 267 363 State Sub-total 89 154 243 225 424 649 Tasmania Australian Maritime College 13 2 15 13 3 16 University of Tasmania 38 98 136 85 199 284 State Sub-total 51 100 151 98 202 300 Northern Territory Batchelor Institute of Indigenous Tertiary Education 154 269 423 253 460 713 Charles Darwin University 40 103 143 74 204 278
State Sub-total 194 372 566 327 664 991 Australian Capital Territory National Report to Parliament on Indigenous Education and Training,National Report 2007 The Australian National University 16 10 26 43 47 90 University of Canberra 17 20 37 34 52 86 State Sub-total 33 30 63 77 99 176
Multi-State Australian Catholic University 41 117 158 92 268 360 Australian College of Theology Council 1 1 2 4 4 8 State Sub-total 42 118 160 96 272 368 Total 1,382 2,654 4,036 3,170 6,200 9,370 Total 2006 1,290 2,562 3,852 3,029 5,825 8,854 % change on 2006 7.1% 3.6% 4.8% 4.7% 6.4% 5.8%
Source: DEEWR National Higher Education Statistics Collection; 2007 (a) New South Wales data include Australian Defence Force Academy data in 2006 and 2007. In previous years, Australian Defence Force Academy data were reported with the Australian Capital Territory.
210 Table A5.2: Award course completions for Indigenous students by state/territory, institution and broad level of course, Australia; 2006 Total Bachelor Higher Doctorate Associate Degree Other Postgraduate Master’s by Research Other Undergraduate Doctorate by Research Sub-total Postgraduate Master’s by Coursework Doctorate by Coursework Sub-total Undergraduate State/Provider New South Wales Australian Film, Television and Radio School 0 0 0 0 0 0 0 0 0 0 0 0 Avondale College 0 0 0 0 0 0 0 1 0 0 1 1 Charles Sturt University 0 0 0 0 0 8 8 37 2 1 40 48 East Coast Gestalt Training 0 0 0 0 0 1 1 0 0 0 0 1 Macquarie University 0 0 0 0 0 6 6 17 0 10 27 33 National Institute of Dramatic Art 0 0 0 0 0 0 0 1 0 0 1 1 Southern Cross University 0 1 0 1 8 1 11 18 2 0 20 31 Sydney College of Divinity 0 0 0 0 1 1 2 1 0 0 1 3 The College of Law 0 0 0 0 0 3 3 0 0 0 0 3 The University of New England 0 0 0 1 1 5 7 24 0 5 29 36 The University of New South Wales 0 0 0 0 2 0 2 19 0 0 19 21 The University of Newcastle 0 2 0 3 6 2 13 52 0 0 52 65 The University of Sydney 0 1 0 3 5 8 17 32 0 20 52 69 University of Technology, Sydney 0 0 0 0 6 8 14 47 0 1 48 62 University of Western Sydney 0 0 0 1 0 3 4 26 0 2 28 32 University of Wollongong 0 1 0 0 1 5 7 27 0 0 27 34 Total New South Wales 0 5 0 9 30 51 95 302 4 39 345 440 Victoria Deakin University 0 1 0 0 4 5 10 13 0 0 13 23 La Trobe University 0 0 0 0 1 3 4 17 0 0 17 21 Melbourne College of Divinity 0 0 0 0 1 0 1 0 0 0 0 1 Monash University 0 0 0 0 6 2 8 9 0 1 10 18 RMIT University 0 0 0 1 2 0 3 3 0 0 3 6 Swinburne University of Technology 0 0 0 0 2 3 5 1 0 0 1 6 National Report to Parliament on Indigenous Education and Training,National Report 2007 The University of Melbourne 0 2 0 0 8 14 24 35 0 3 38 62 University of Ballarat 0 0 0 0 0 1 1 0 0 0 0 1 Victoria University 0 0 0 0 0 1 1 6 0 0 6 7 Total Victoria 0 3 0 1 24 29 57 84 0 4 88 145 Queensland Bond University 0 0 0 0 1 1 2 0 0 0 0 2 Central Queensland University 0 0 0 0 1 3 4 16 1 3 20 24 Griffith University 0 2 0 0 7 4 13 43 0 1 44 57 James Cook University 0 1 0 0 3 4 8 32 0 2 34 42 Queensland University of Technology 0 1 0 1 6 11 19 57 1 0 58 77 The University of Queensland 0 0 0 2 3 7 12 33 0 0 33 45 University of Southern Queensland 0 0 0 0 2 7 9 14 0 2 16 25 University of the Sunshine Coast 0 0 0 0 0 1 1 7 0 0 7 8 Total Queensland 0 4 0 3 23 38 68 202 2 8 212 280 Source: DEEWR National Higher Education Statistics Collection; 2007
211 Table A5.2: (continued) Total Bachelor Higher Doctorate Associate Degree Other Postgraduate Master’s by Research Other Undergraduate Doctorate by Research Sub-total Postgraduate Master’s by Coursework Doctorate by Coursework Sub-total Undergraduate State/Provider Western Australia Curtin University of Technology 0 1 0 2 3 6 12 60 49 0 109 121 Edith Cowan University 0 0 0 0 1 8 9 14 0 0 14 23 Murdoch University 0 0 0 0 0 1 1 14 0 0 14 15 The University of Western Australia 0 1 0 0 2 2 5 13 0 0 13 18 Total Western Australia 0 2 0 2 6 17 27 101 49 0 150 177 South Australia The Flinders University of South Australia 0 1 0 0 1 3 5 9 0 0 9 14 The University of Adelaide 0 0 0 0 0 3 3 10 0 9 19 22 University of South Australia 0 0 0 0 5 6 11 43 0 4 47 58 Total South Australia 0 1 0 0 6 12 19 62 0 13 75 94 Tasmania Australian Maritime College 0 0 0 0 0 0 0 2 0 6 8 8 University of Tasmania 0 1 0 0 4 1 6 37 1 1 39 45 Total Tasmania 0 1 0 0 4 1 6 39 1 7 47 53 Northern Territory Batchelor Institute of Indigenous 0 0 0 0 0 5 5 18 0 31 49 54 Tertiary Education Charles Darwin University 0 0 0 0 1 1 2 20 1 0 21 23 Total Northern Territory 0 0 0 0 1 6 7 38 1 31 70 77 Australian Capital Territory Australian Defence Force Academy 0 0 0 0 1 0 1 1 0 0 1 2 The Australian National University 0 1 0 0 5 1 7 8 0 0 8 15 University of Canberra 0 0 0 0 3 2 5 8 0 0 8 13 Total Australian Capital Territory 0 1 0 0 9 3 13 17 0 0 17 30 Multi-State National Report to Parliament on Indigenous Education and Training,National Report 2007 Australian Catholic University 0 1 0 0 0 4 5 24 0 35 59 64 Total Multi-State 0 1 0 0 0 4 5 24 0 35 59 64 Total Australia 0 18 0 15 103 161 297 869 57 137 1063 1,360 Source: DEEWR National Higher Education Statistics Collection; 2007
212 Total (a) Total 2 2 52 35 57 74 21 13 60 204 134 163 649 136 122 186 670
4,036 2,105 2,657 Non-award courses courses Non-award
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 60
60 Programmes Programmes
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Mixed Field Field Mixed
373 373 Creative Arts Arts Creative 5 0 3 1 5 2 7 0 2 6 0 0
10 33 10 24 39
269 155 197 Society and Culture Culture and Society 1 1 8 0 0 24 19 44 36 19 51 16 98 16 71
195 733 942 158
1,295 Commerce Commerce
4 1 0 0 7 1 0 1 2 1 3 0 0 0
Management and and Management 52 28 93
332 232 239 Education Education 7 0 6 0 9 0 1 0 0
26 55 24 26 76 38 57
749 127 424 565 Health Health
7 0 5 0 4 0 0
60 23 18 40 28 21 22 45 41
719 153 405 525 Related Studies Related
2 0 0 5 0 1 8 2 0 0 0 0 2 0 1 0 Environmental and and Environmental 52
18 31 33 Agriculture, Agriculture,
Commencing students Building Building
1 0 0 1 0 4 0 1 7 4 0 1 0 0 0 0 0 Architecture and and Architecture 43
31 36 Related Technologies Related
0 0 1 2 0
1 0 2 6 0 1 2 1 1 0 0 Engineering and and Engineering 72
48 13 66 Technology Technology to Parliament on Indigenous Education and Training,National Report 2007
0 0 0 1 0 2 0 5 8 0 0 0 0 0 0 0 0 Information Information 48
40 40 Sciences
2 0 1 3 0 0 0 3 9 0 5 1 0 2 0 1 0 Natural and Physical Physical and Natural 135 117 125 The data takes into account the coding of Combined Courses to two fields education. As a consequence, counting both education for means that totals may be less than the sum of all broad fields education. Doctorate by Research Doctorate by Coursework Master’s by Research Master’s by Coursework Postgrad. Qual/Prelim. Postgrad. Grad.(Post) Dip. - new area Grad.(Post) Grad.(Post) Dip. - ext area Grad.(Post) Graduate Certificate Sub-total Postgraduate Bachelor’s Graduate Entry Bachelor’s Honours Bachelor’s Pass Associate Degree Advanced Diploma (AQF) Diploma (AQF) Other undergraduate award courses Sub-total Undergraduate Enabling courses Non-award courses Level of Course Total A5.3: Table 2007 and All Indigenous students by level of course broad field education; Australia, Commencing Source: DEEWR National Higher Education Statistics Collection; 2007 (a)
213 Total (a) Total 6 1 0 7 81 87 41 56 61 72 204 265 741 141 155 112 247
5,334 3,798 4,339 Non-award courses courses Non-award
7
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 Mixed Field Programmes Programmes Field Mixed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
161 161 Creative Arts Arts Creative 0 6 0 2 0 1 0 8 0 3 0 0
12 13 34 13 18
340 264 288 Society and Culture Culture and Society 2 1 0 0 86 36 86 25 12 17 17 51 22 35 43 265 105
1,864 1,326 1,556 Commerce Commerce
2 4 0 7 2 1 1 0 1 2 0 0 0
Management and and Management 10 62 10 97
556 454 459 Education Education 0 0 0 0 0 0 37 17 29 31 11 12 21 59 23 137 880 125
1,245 1,085 Health Health 2 7 0 8 1 2 0 0 1 0
25 59 18 12 20 30
829 131 644 697 and Related Studies Related and
9 0 0 6 0 0 7 0 0 2 0 0 3 0 0 0 Agriculture, Environmental Environmental Agriculture, 91 22 64 69
Continuing students Architecture and Building Building and Architecture
1 0 1 1 0 1 0 1 5 2 0 0 1 0 0 0 0 55
47 50 Technologies
2 0 0 4 0 3 0 2 0 0 5 1 0 0 0 0 Engineering and Related Related and Engineering 11 94
111
100 National Report to Parliament on Indigenous Education and Training, 2007 Technology Information
5 0 0 6 0 0 0 1 0 1 1 0 0 0 0 0 74
12 60 62 Sciences
0 3 6 0 0 1 0 0 8 0 0 0 0 1 0 Natural and Physical Physical and Natural 17 27 226 190 198 (Continued)
The data takes into account the coding of Combined Courses to two fields education. As a consequence, counting both education for means that totals may be less than the sum of all broad fields education. Doctorate by Research Doctorate by Coursework Master’s by Research Master’s by Coursework Postgrad. Qual/Prelim. Postgrad. Grad.(Post) Dip. - new area Grad.(Post) Grad.(Post) Dip. - ext area Grad.(Post) Graduate Certificate Sub-total Postgraduate Bachelor’s Graduate Entry Bachelor’s Honours Bachelor’s Pass Associate Degree Advanced Diploma (AQF) Diploma (AQF) Other undergraduate award courses Sub-total Undergraduate Enabling courses Non-award courses Level of Course Total A5.3: Table Source: DEEWR National Higher Education Statistics Collection; 2007 (a)
214 Total (a) Total 8 3 98 93 13 67 256 116 469 221 219 135 277 277 298 917
5.8%
1,390 5,903 6,996 9,370 8,854 Non-award courses courses Non-award 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 67 67 51
31.4% Mixed Field Programmes Programmes Field Mixed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
534 534 490
9.0% Creative Arts Arts Creative 0 1 7 2 8 0 9 0 0 17 16 16 67 10 10 37 57
419 485 609 631
-3.5% Society and Culture Culture and Society 3 2 0 0 55 61 31 68 33 59 38 110 130 460 203 106 201
4.3%
2,059 2,498 3,159 3,028 Commerce Commerce
3 4 0 3 1 2 2 2 5 0 0 0 Management and and Management 14 14 38
114 190 686 698 888 842
5.5% Education Education 0 0 0 1 0 0 44 23 55 86 20 36 47 97 80 264 201
5.7%
1,304 1,650 1,994 1,887 Health Health 2 0 5 0 0 32 12 41 26 52 48 51 24 45 42 119 284
8.3%
1,049 1,222 1,548 1,430 and Related Studies Related and
0 0 0 1 2 0 2 0 0 5 0 1 0 Agriculture, Environmental Environmental Agriculture, 11 11 15 All Students 40 95 102 143 129
10.9% Architecture and Building Building and Architecture 2 0 1 2 0 5 0 2 6 0 1 1 0 0 0 0 12 78 86 98 78
25.6% Technologies
2 0 1 6 0 4 0 4 0 1 7 2 1 0 0 Engineering and Related Related and Engineering 17 13 142 166 183 158
15.8% Information Technology Technology Information National Report to Parliament on Indigenous Education and Training, 2007 5 0 0 7 0 2 0 6 0 1 1 0 0 0 0 0 20
100 102 122 128
-4.7% Sciences
0 4 9 0 0 1 3 0 1 0 2 0 2 0 Natural and Physical Physical and Natural 19 36 13 307 323 361 348 3.7% (Continued)
The data takes into account the coding of Combined Courses to two fields education. As a consequence, counting both education for means that totals may be less than the sum of all broad fields education. Doctorate by Research Doctorate by Coursework Master’s by Research Master’s by Coursework Postgrad. Qual/Prelim. Postgrad. Grad.(Post) Dip. - new area Grad.(Post) Grad.(Post) Dip. - ext area Grad.(Post) Graduate Certificate Sub-total Postgraduate Bachelor’s Graduate Entry Bachelor’s Honours Bachelor’s Pass Associate Degree Advanced Diploma (AQF) Diploma (AQF) Other undergraduate award courses Sub-total Undergraduate Enabling courses Non-award courses Total Total 2006 Total % change on 2006 Level of Course A5.3: Table Source: DEEWR National Higher Education Statistics Collection; 2007 (a)
215 Table A5.4: Commencing Indigenous students (2001-2007) and growth in Commencing Indigenous and Commencing Domestic students (2006-2007); by state and territory
Commencing Indigenous students Commencing Domestic students % change % change 2001 2002 2003 2004 2005 2006 2007 2006-2007 2006-2007 New South Wales 929 991 1,090 972 977 1,041 1,170 12.4 7.9 Victoria 389 351 408 335 323 385 399 3.6 2.2 Queensland 676 824 847 890 706 767 801 4.4 4.2 Western Australia 943 816 619 607 587 613 483 –21.2 –0.4 South Australia 205 229 217 214 207 245 243 –0.8 –1.2 Tasmania 155 104 149 105 120 103 151 46.6 10.0 Northern Territory 694 728 587 547 677 519 566 9.1 13.9 Australian Capital Territory 45 91 87 80 77 66 63 –4.5 –1.9 Multi-State 94 112 107 115 97 113 160 41.6 6.4 Australia 4,130 4,246 4,111 3,865 3,771 3,852 4,036 4.8 4.2 Source: DEEWR National Higher Education Statistics Collection; 2001-2007
Table A5.5: All Indigenous students (2001-2007) and growth in All Indigenous and All Domestic students (2006-2007); by state and territory
All Domestic All Indigenous students students
% change % change 2001 2002 2003 2004 2005 2006 2007 2006-2007 2006-2007 New South Wales 2,282 2,338 2,462 2,466 2,413 2,528 2,743 8.5 5.5 Victoria 838 870 941 909 889 970 1,016 4.7 2.0 Queensland 1,643 1,823 1,966 2,057 1,841 1,918 2,076 8.2 2.9 Western Australia 1,625 1,540 1,357 1,248 1,118 1,152 1,051 -8.8 1.9 South Australia 500 534 540 555 547 633 649 2.5 2.8 National Report to Parliament on Indigenous Education and Training, 2007 Tasmania 286 247 278 233 250 254 300 18.1 3.7 Northern Territory 1,083 1,052 990 925 839 906 991 9.4 7.6 Australian Capital Territory 147 195 195 213 194 181 176 -2.8 -7.6 Multi-State 257 272 259 289 279 312 368 17.9 4.9 Australia 8,661 8,871 8,988 8,895 8,370 8,854 9,370 5.8 3.2 Source: DEEWR National Higher Education Statistics Collection; 2001-2007
216 Table A5.6: Number and percentage of Commencing and All Indigenous students, by gender and change; Australia, 2001-2007
% change % change 2001 2002 2003 2004 2005 2006 2007 2006-2007 2001-2007 Commencing students Females 2,632 2,631 2,595 2,494 2,454 2,562 2,654 3.6 0.8 (63.7) (62.0) (63.1) (64.5) (65.1) (66.5) (65.8) Males 1,498 1,615 1,516 1,371 1,317 1,290 1,382 7.1 –7.7 (36.3) (38.0) (36.9) (35.5) (34.9) (33.5) (34.2)
Persons 4,130 4,246 4,111 3,865 3,771 3,852 4,036 4.8 -2.3
All students Females 5,529 5,579 5,694 5,704 5,469 5,825 6,200 6.4 12.1 (63.8) (62.9) (63.4) (64.1) (65.3) (65.8) (66.2) Males 3,132 3,292 3,294 3,191 2,901 3,029 3,170 4.7 1.2 (36.2) (37.1) (36.6) (35.9) (34.7) (34.2) (33.8)
Persons 8,661 8,871 8,988 8,895 8,370 8,854 9,370 5.8 8.2
Source: DEEWR National Higher Education Statistics Collection; 2001-2007 National Report to Parliament on Indigenous Education and Training, 2007
217
domestic % domestic Indigenous/ 0.5 0.8 0.6 1.4 2.1 1.6 0.5 0.4 1.0 0.5 1.1 17.8 1.24
2007 Indigenous
98 67 534 361 122 183 143 888 609
1,548 1,994 3,159 9,370
domestic % domestic Indigenous/ 0.5 0.6 0.5 1.4 2.1 1.5 0.4 0.3 0.9 0.5 1.2 25.1 1.21
2006 Indigenous
78 51 490 348 128 158 129 842 630
1,430 1,887 3,028 8,854
domestic % domestic Indigenous/ 0.5 0.4 0.5 1.4 2.0 1.5 0.4 0.3 0.9 0.5 1.1 26.1 1.17
2005 Indigenous
75 40 484 334 132 139 146 753 570
1,322 1,760 2,931 8,370
domestic % domestic Indigenous/ 0.4 0.5 0.5 1.4 2.1 1.7 0.4 0.4 1.3 0.5 1.3 29.8 1.24
2004 Indigenous
62 60 620 286 173 164 220 839 649
1,271 1,789 3,049 8,895 Indigenous 0.4 0.4 0.5 1.4 2.1 1.7 0.4 0.3 1.3 0.5 1.4 33.7 1.25
2003 Indigenous
51 54 184 153 224 811 681 691 282
1,215 1,740 3,170 8,988
domestic % domestic Indigenous/ 1.4 2.1 1.7 0.4 0.3 1.3 0.5 1.5 0.4 0.4 0.4 38.5 1.25
2002 Indigenous
50 48 728 177 129 223 786 683 257
1,155 1,780 3,133 8,871
domestic % domestic Indigenous/
1.4 2.1 1.7 0.3 0.3 1.3 0.5 1.3 0.4 0.3 0.5 42.1 1.26 2001 (a) Indigenous National Report to Parliament on Indigenous Education and Training, 2007 54 34 156 116 227 727 547 922 288 1,106 1,648 3,110 8,661
ces Number and proportion of Indigenous students by broad field education; Australia, 2001-2007 DEEWR National Higher Education Statistics Collection; 2001-2007 Broad field of education The data take into account the coding of combined courses to two fields education. As a consequence, counting both education for means that totals may be less than the sum of all broad fields education. Natural and Physical Scien Information Technology Engineering and Related Technologies Architecture and Building Agriculture, Environmental and Related Studies Health Education Management and Commerce Society and Culture Creative Arts Mixed Field Programmes Non-award courses Total (b) Total A5.7: Table Source: (a) The data for 2001 is provided using the 2002 definition of students (b)
218 Table A5.8: All Indigenous students and percentage of All Indigenous to All Domestic students, by level of course; Australia, 2001-2007
2001 2002 2003 2004 2005 2006 2007 Higher degree 544 638 683 792 756 803 849 (0.6) (0.6) (0.6) (0.7) (0.7) (0.7) (0.7) Other postgraduate 351 391 396 432 402 483 541 (0.7) (0.7) (0.7) (0.7) (0.7) (0.8) (0.8) Bachelor 4,945 5,209 5,458 5,570 5,521 5,788 6,131 (1.0) (1.0) (1.1) (1.1) (1.1) (1.1) (1.1) Other undergraduate 1,423 1,287 1,192 1,077 823 835 865 (8.4) (8.2) (8.6) (9.4) (8.2) (7.3) (6.2) Enabling courses 1,364 1,298 1,205 964 828 894 917 (21.1) (18.3) (19.7) (17.6) (14.8) (12.3) (10.6) Non-award courses 34 48 54 60 40 51 67 (0.3) (0.4) (0.4) (0.5) (0.4) (0.6) (0.8) Total 8,661 8,871 8,988 8,895 8,370 8,854 9,370 (1.26) (1.25) (1.25) (1.24) (1.17) (1.21 (1.24) Source: DEEWR National Higher Education Statistics Collection; 2001-2007
Table A5.9: Number of award course completions by Indigenous students, and percentage of Indigenous to Domestic award course completions, by level of course; Australia, 2000-2007
2000 2001 2002 2003 2004 2005 2006 2007 Higher degree 115 100 104 132 136 128 136 169 (0.60) (0.49) (0.47) (0.56) (0.53) (0.47) (0.51) (0.62) Other postgraduate 114 141 122 137 132 141 161 188 (0.53) (0.63) (0.52) (0.57) (0.53) (0.56) (0.61) (0.69) Bachelor 578 605 707 736 732 739 869 829 (0.63) (0.62) (0.70) (0.70) (0.69) (0.69) (0.81) (0.78) Other undergraduate 219 206 195 186 195 197 194 309 (6.97) (4.26) (4.34) (4.32) (4.50) (6.41) (5.84) (6.68)
Total 1,026 1,052 1,128 1,191 1,195 1,205 1,360 1,495 National Report to Parliament on Indigenous Education and Training, 2007 (0.75) (0.72) (0.74) (0.76) (0.74) (0.74) (0.83) (0.90) Source: DEEWR National Higher Education Statistics Collection; 2000-2007
219 1.0 1.2 4.2 0.8 1.1 8.9 6.3 23.3 20.3 32.7 100.0 2007 16 19 97 64 13 17 357 311 136 500 1,495 0.6 1.9 7.7 4.2 1.7 1.5 18.9 23.7 10.1 29.6 100.0 2006 9 27 24 59 21 265 332 142 108 414 1,360 0.6 2.4 9.7 0.7 8.0 4.0 1.5 18.3 20.4 34.2 100.0 2005 8 9 30 19 50 228 254 120 100 425 1,205 2.2 0.6 2.2 1.3 7.9 3.2 15.8 22.0 10.6 34.2 100.0 2004 7 26 26 15 95 38 189 263 127 409 1,195 2.3 9.8 0.7 1.7 1.3 8.7 4.3 17.8 22.3 31.0 100.0 2003 9 28 21 16 53 218 273 120 380 107 1,191 2.3 1.8 2.4 0.9 8.0 2.8 16.9 20.7 10.0 34.1 100.0 2002 26 21 28 10 92 32 194 237 115 391 1,128 1.9 9.7 1.3 1.3 1.0 8.4 5.0 18.9 19.2 33.2 100.0 2001 National Report to Parliament on Indigenous Education and Training, 2007 20 14 14 11 90 53 202 205 103 354 1,045 Australia, 2001-200 7 Number and proportion of award course completions by Indigenous students, field education; Broad field of education The data takes into account the coding of Combined Courses to two fields education. As a consequence, counting both education for means that totals may be less than the sum of all broad fields education. Agriculture, Environmental and Related Studies Health Education Management and Commerce Information Technology Engineering and Related Technologies Architecture and Building Society and Culture Creative Arts Natural and Physical Sciences Total (a) Total Source: DEEWR National Higher Education Statistics Collection; 2001-2007 (a) A5.10: Table
220 69.6 67.3 65.7 71.8 68.2 % Female 2007 558 215 111 135 1019 Females 94 58 53 271 476 Males 68.1 67.0 59.6 72.7 67.6 % Female 2006 81 592 130 117 920 Females 64 55 44 277 440 Males 70.2 66.0 57.0 70.2 67.4 % Female 2005 73 99 519 130 812 Females 55 42 67 220 384 Males 63.1 69.7 55.2 56.1 62.5 % Female 2004 75 74 462 136 747 Females 61 58 59 270 448 Males National Report to Parliament on Indigenous Education and Training, 2007 68.3 65.7 65.1 67.4 67.4 % Female 2003 90 89 503 121 803 Females 47 65 43 233 and proportion of completions by females; Number of award course completions by Indigenous students gender, Australia, 2003-2007 388 Males Higher degree Other postgraduate Bachelor Other undergraduate Totals A5.11: Table Source: DEEWR National Higher Education Statistics Collection; 2003-2007
221 Table A5.12: Number and percentage of Indigenous and non-Indigenous staff, by job function; Australia 2007 Teaching and Teaching only Research only Research Other Total Indigenous 21 47 220 502 790 (1.3%) (0.3%) (0.8%) (1.0%) (0.8%) Non-Indigenous 1,634 13,810 28,750 50,078 94,272
Source: DEEWR National Higher Education Statistics Collection; 2007
Figure A5.1: Number of Indigenous employees, by institution; Australia, 2007
The University of Newcastle Griffith University The University of Sydney Charles Darwin University The University of Western Australia Curtin University of Technology Queensland University of Technology Southern Cross University Charles Sturt University The University of Queensland Edith Cowan University The University of New South Wales The Flinders University of South Australia University of Wollongong The University of Melbourne University of Technology, Sydney University of Tasmania The Australian National University James Cook University University of South Australia Monash University Deakin University The University of Adelaide University of Western Sydney Central Queensland University Batchelor Institute of Indigenous Tertiary Education
National Report to Parliament on Indigenous Education and Training, 2007 Macquarie University The University of New England Murdoch University La Trobe University University of Southern Queensland Australian Catholic University The University of Notre Dame Australia Victoria University RMIT University University of Ballarat University of the Sunshine Coast Swinburne University of Technology University of Canberra Avondale College
Australian Maritime College 0 5 10 15 20 25 30 35 40 45 50 55 Percentage
Source: DEEWR National Higher Education Statistics Collection; 2007
222 Indigenous Education and Training, 2007 National Report to Parliament on
National Report to Parliament on Indigenous Education and Training, 2007