CLOSING THE GAP

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CHAPTER 3 / EDUCATION There is no doubt that a good education unlocks opportunities later in life. Children ready to learn when they first walk through the school gates are more likely to thrive throughout their school years. Education is fundamental to unlocking the potential of future generations – whether through higher education, employment or starting a business. “I want to step up and have confidence and be empowered. With these new skills, I can.” Literacy for Life participant Neranellis Coffey Literacy for Life in Brewarrina, Western NSW Now that Brewarrina resident Neranellis Coffey, 41, has improved her reading and writing, she can’t wait to help others. “I want to read to my family, especially to the children,” Neranellis said. Neranellis is one of more than 100 graduates who have taken part in the Literacy for Life Foundation’s project, funded through the Indigenous Advancement Strategy, to reduce low literacy among Indigenous adults. “If people need help reading a book, filling out forms or help with the computer, I can help them with the skills I have learnt with the Literacy for Life Foundation.” Neranellis says the way the entire community is engaged and supports the campaign is the reason it works. Everyone shares the success and gains inspiration from each other. •34• CLOSING THE GAP: PRIME MINISTER'S REPORT 2017
“There is no place in any education jurisdiction for educators with stifled perceptions of who Indigenous students are, or what they can achieve.” Dr Chris Sarra NATIONAL POLICY TO DRIVE IMPROVEMENT IN EDUCATION OUTCOMES While the responsibility for schooling sits with state and territory governments, the Australian Government has an overarching role in national education policy and programs. We work with key stakeholders, supporting early intervention and engaging with parents to encourage school attendance; promoting evidencebased school teaching methods; supporting high quality teachers and leaders in school; and increasing education completion rates, in high school and beyond. Well trained, skilled and knowledgeable teachers provide the foundation for a high quality education system and quality teaching is essential to lifting student outcomes. The National Aboriginal and Torres Strait Islander Education Strategy and the Framework for Aboriginal Languages and Torres Islander Languages commit and support all governments to ensure teachers, schools and communities build a culturally inclusive school environment for Aboriginal and Torres Strait Islander students. Across the education continuum, young people are also supported to complete secondary school. Year 12 attainment or the equivalent provides a pathway into further education and employment, opening up economic and social opportunities. SCHOOL ATTENDANCE In May 2014, a new target to close the gap between Indigenous and non-Indigenous school attendance by the end of 2018 was agreed, in acknowledgement of the strong link between school attendance and student performance. Around 20 per cent of the gap in school performance between Indigenous and non-Indigenous 15 year-olds is explained by poorer school attendance of Indigenous students (Biddle N., 2014). A recent study by the Productivity Commission (2016) found that lower average school attendance rates were associated with poorer Indigenous literacy and numeracy results in primary schools (Productivity Commission, 2016). School attendance is affected by a range of underlying issues such as housing, health care, mental health issues, family violence and intergenerational unemployment (Mission Australia, 2016). Longer term trends demonstrate that significant progress is being made to boost the participation of Aboriginal and Torres Strait Islander people in school. In 1976 over half of all Indigenous men aged 20-64 had either never attended school or left school at 14 or younger. By 2011, only 14 per cent of all Indigenous men had either never attended school or left school at Year 8 or below. 12 12 Current Year 8 figures are the closest approximation available for comparison to the 1976 data for 14 year olds. CLOSING THE GAP: PRIME MINISTER'S REPORT 2017 •35•
Page 1 and 2: CLOSING THE GAP PRIME MINISTER’S
Page 3 and 4: CLOSING THE GAP: PRIME MINISTER'S R
Page 5 and 6: CONTENTS PRIME MINISTER’S INTRODU
Page 7 and 8: “It is clear that Closing the Gap
Page 9 and 10: The target to close the gap in life
Page 13 and 14: “We have to hope, not despair - w
Page 15 and 16: Ian Trust, founding chairperson Wun
Page 17 and 18: “In Australia we’re fortunate t
Page 19 and 20: The importance of land and waters C
Page 21 and 22: Reconciliation through national ico
Page 23 and 24: “I am very passionate about cultu
Page 25 and 26: “There are many ways of knowing a
Page 27 and 28: Figure 2: Child mortality rates (0-
Page 29 and 30: Devina Ranger with her children Har
Page 31 and 32: In 2015, almost all Indigenous chil
Page 35: 2 Gumala supporting early childhood
Page 39 and 40: Aboriginal and Torres Strait Island
Page 41 and 42: Another way to assess progress is t
Page 43 and 44: Table 1: NAPLAN measures (on track/
Page 45 and 46: YEAR 12 ATTAINMENT Having literacy
Page 47 and 48: Students of the Saibai Island State
Page 49 and 50: Much work has already been done to
Page 51 and 52: “The Horizons Camp has helped wit
Page 53 and 54: “I now want to begin my studies a
Page 55 and 56: “Through one life-changing job pl
Page 57 and 58: and is therefore, on track. In all
Page 59 and 60: Labour force participation For the
Page 61 and 62: Indigenous youth Daniel McKechnie m
Page 63 and 64: Australians. Participating companie
Page 65 and 66: Parks Australia and Traditional Own
Page 67 and 68: “Stick to it, it’s worth it and
Page 69 and 70: “My long-term aspiration is to be
Page 71 and 72: Truwana Rangers from Cape Barren Is
Page 73 and 74: “Fostering economic development i
Page 75 and 76: “We work closely with our local r
Page 77 and 78: Economic growth on country Indigeno
Page 79 and 80: “By encouraging Indigenous busine
Page 81 and 82: Wik Timber Collect Seed Salvage Har
Page 83 and 84: “It’s time to move away from th
Page 85 and 86: that selected social determinants s
Page 87 and 88:
Improving cancer outcomes for Abori
Page 89 and 90:
Supporting ageing in the community
Page 91 and 92:
Young Marra woman from Borroloola,
Page 93 and 94:
2 Holistic approach to health care
Page 95 and 96:
2 3 Kicking goals in Borroloola, NT
Page 97 and 98:
“To be the great nation we can be
Page 99 and 100:
• National Rental Affordability S
Page 101 and 102:
Prisoner Throughcare program suppor
Page 103 and 104:
2 Community construction rebuilds G
Page 105 and 106:
“It’s these sorts of actions th
Page 107 and 108:
Agency Education and Training Depar
Page 109 and 110:
Agency Indigenous Land Corporation
Page 111:
Lloyd, N., Lewthwaite, B., Osbourne
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CLOSING THE GAP

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