STATE OF THE WORLD's INDIGENOUs PEOpLEs - CINU

More documents

Recommendations

Info

EMBARGOED UNTIL 14 January 2010STATE OF THE WORLD’S INDIGENOUS PEOPLESNot for distributionIndigenous education in the United States: some highlightsDuring the 2005-2006 school year, there were 644,000 Native American and Alaska Natives in the publicprimary and secondary school system, or about 1 per cent of all public school students, whilst they makeup 1.5 per cent of the total population. A larger percentage of Native American and Alaska Native eighthgraders(13-14 years old) were absent from school than any other segment of the population, and onlyHispanic youth had higher dropout rates (21 per cent) than Native American and Alaska Native youth (15per cent).Native American and Alaska Native students in public schools are less likely to have access to a computerat home than any other group. The number of Native American and Alaska Natives enrolled in college hasdoubled in the past 30 years, while still lagging behind the total population.In 2006, there were 32 tribally controlled colleges and universities attended by over 17,000 students.Educational outcomes remain deeply unequal, where Native American and Alaska Natives suffer fromsignificantly higher unemployment rates (16 per cent in 2007) than others (3-12 per cent), whilst the medianannual earnings in 2006 for 25- to 34-year-old Native Americans and Alaska Natives was $27,000, comparedto the general population’s $35,000.Source: DeVoe, J.F., and Darling-Churchill, K.E. (2008) pp. iii-v.The state of Aboriginal education in AustraliaDespite the improvements in school completion within the indigenous population, indigenous people aged15 years and over were still half as likely as non-indigenous Australians to have completed school to year12 in 2006 (23 per cent, compared with 49 per cent). They were also twice as likely to have left school atyear 9 or below (34 per cent, compared with 16 per cent). In 2006, around 10,400 young indigenous adultsaged 18-24 years (22 per cent) had left school at year 9 or below, compared with 58,100 non-indigenousyoung people in the same age group (4 per cent). These relative differences have remained unchangedsince 2001. aIndigenous people living in rural or remote areas of Australia were less likely than those in urban areasto have completed year 12. In 2006, 31 per cent of indigenous people living in major cities had completedschool to this level, compared with 22 per cent in regional areas and 14 per cent in remote areas. With theexception of Queensland, this was reflected across the states and territories, with the Australian CapitalTerritory (46 per cent) having the largest proportion of indigenous people who had completed year 12, andthe Northern Territory the lowest (10 per cent). aWhile 93 per cent of all Australian students and 83 per cent of Aboriginal students achieved year 3reading benchmarks, only 20 per cent of indigenous students in remote Northern Territory schools metthe standard. bBy year 5, 89 per cent of all students and 70 per cent of Aboriginal students nationally achieved the readingbenchmark, compared with only 21 per cent of Aboriginal students in remote parts of the NT. bSources: a Australian Bureau of Statistics (2008); b Storry, K. (2006)CONTEMPORARY EDUCATION | 135
EMBARGOED UNTIL 14 January 2010STATE OF THE WORLD’S INDIGENOUS PEOPLESNot for distributionWhy they drop out…Añú girl, aged 11, from Lagoon Sinamaica (Venezuela):“I went from first to third grade… but gave up going to school some two months ago because I wasworking, fetching water, helping my mother, and therefore the teacher took me off the list”.Warao woman, Grade 6 teacher, aged 21, from Nabasanuka (Venezuela):“They drop out because they get tired of repeating classes… when they repeat, they get discouraged anddon’t come back”.Source: ECLAC/CEPAL (2006), 182.Age-Grade Distortion, Guatemala, 2000(Percentage of students more than one year behind the appropriate grade for their age)Grade Indigenous Non-indigenousThird 79 75Fourth 71 63Fifth 59 54Sixth 59 50Source: Hall and Patrinos (2006).Even in countries where the general level of schooling among indigenous peoples has increased, such as, forinstance, several Latin American countries and Canada, the quality gap in schooling persists, resulting in pooreducation outcomes for indigenous peoples (Table 4.6). 1919ILO/PRO169/IPEC (2006).136 | CHAPTER IV
Page 1 and 2:
EMBARGOED UNTIL 14 January 2010Not
Page 3 and 4:
EMBARGOED UNTIL 14 January 2010STAT
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Bolivia Ecuador Guatemala Mexico Pe
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91:
Page 94 and 95:
Page 96 and 97: EMBARGOED UNTIL 14 January 2010STAT
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250:
show all

STATE OF THE WORLD's INDIGENOUs PEOpLEs - CINU

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?