Indigenous Education
Government Policies and Reports
Links to Government and State and Territory Education Departments.
Australasia Economics for the Office of Aboriginal and Torres Strait Islander Affairs (2004). Key Social and Economic Indicators for Indigenous Australia: A Comparative Analysis.
The study’s principal source of information is comparable data from the 1996 and 2001 Censuses of Population and Housing conducted by the Australian Bureau of Statistics (ABS). The study looks behind national aggregates and averages to discover whether there are contrasts between regions (here represented by major cities, inner and outer regional areas and remote and very remote areas of the country).
Australian Education Systems Officials Committee (AESOC) Senior Officials Working Party on Indigenous Education (2005). Australian Directions in Indigenous Education 2005-2008. Report for MCEETYA.
This paper provides recommendations to focus national effort over the 2005–2008 quadrennium. The recommendations seek to accelerate the pace of change by engaging Indigenous children and young people in learning. They are systemic as engagement will not occur, or be sustained, unless Indigenous education is ‘built in’ to become an integral part of core business.
The recommendations align with five domains in which engagement is critical: early childhood education; school and community educational partnerships; school leadership; quality teaching; and pathways to training, employment and higher education. They are informed by system knowledge of good practice and the extensive body of research on Indigenous education. They foster government to government collaboration and can be adapted by jurisdictions and schools to suit local contexts.
Australian National Training Authority (2004). Equity in vocational education and training: Research readings. Adelaide: National Centre for Vocational Education Research Ltd.
Bin-Sallik, M-A., & Smallacombe, S. (2003). Review of Indigenous Education Consultative Bodies and Indigenous Support Units. Northern Territory University. Department of Education, Science and Training.
This is the first namceetyational review of the seven Indigenous Education Consultative Bodies (IECBs) and three Indigenous Support Units (ISUs). IECBs and ISUs have provided important forums for consultation on education and training within the Aboriginal and Torres Strait Islander communities across the country since the 1970s.
Board of Studies (2000). How We Learn What We Need to Know: A Selection of Literacy and Numeric Case Studies from NSW Primary Schools That Have Achieved Enhanced Outcomes for Indigenous Students. Sydney: NSW Board of Studies.
Bourke, C.J., Rigby, K. & Burden, J. (2000). Better Practice in School Attendance: Improving the School Attendance of Indigenous Students. Commonwealth Department of Education, Science and Training.
Drawing from an analysis of schools data, a literature review and consultations, this report outlines the patterns and characteristics of school attendance of Indigenous students, discussing possible causes of non-attendance and strategies to improve attendance.
Council of Australian Governments (COAG) (2002). COAG's Indigenous Whole of Government Initiative.
In April 2002, the Council of Australian Governments (COAG) agreed to trial working together with Indigenous communities in up to ten regions across Australia to provide more flexible programmes and services based on priorities agreed with communities in those regions. Eight trial sites have been selected across Australia.
Evaluations of Count Me In Too. Count Me In Too Indigenous Program is a numeracy research project and is based on the CMIT Learning framework in Number and the use of an Extended Schedule for Early Number Assessment (SENA).
The project aims to investigate teaching features that support effective numeracy learning for Aboriginal students from pre school to year 2.
Howard, P., & Perry, B. Progress report on the effectiveness of the Count Me In Too Indigenous Project during 2001.
A report prepared for the New South Wales Department of Education and Training.
Perry, B., & Howard, P. Report on the Count Me In Too Indigenous Project during 2002.
A report prepared for the New South Wales
Department of Education and Training.
Department of Education, Science and Training (2005). National Indigenous English Literacy and Numeracy Strategy (NIELNS). Canberra: Commonwealth of Australia.
The objective of the National Indigenous English Literacy and Numeracy Strategy is to achieve English literacy and numeracy for Indigenous students at levels comparable to those achieved by other young Australians.
The strategy acknowledges that extra effort is required by education providers for Indigenous students to be successful and aims to address six key elements.
Department of Education, Science and Training (2005). National Report to Parliament on Indigenous Education and Training, 2003. Canberra: Commonwealth of Australia.
The National Report to Parliament on Indigenous Education and Training for 2003 enables the Minister for Education, Science and Training to report to each House of the Australian Parliament according to Section 17A of the Indigenous Education (Targeted Assistance ) Act 2000. It is the third in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP).
Department of Education, Science and Training (2004). Indigenous Education Programme Provider Guidelines 2005-08. Canberra: Commonwealth of Australia.
These Indigenous Education Programmes Provider Guidelines 2005-2008 (‘the Guidelines’) outline for clients and service providers the Indigenous Education Programmes (‘IEP’) administered by the Australian Government Department of Education, Science and Training (‘the Department’ or ‘DEST’) for the period 2005-2008. The Guidelines set out IEP objectives, administrative requirements and funding arrangements. The Guidelines are available in two parts, Part A and Part B.
Department of Education, Science and Training (2004). Review of the Indigenous Education Direct Assistance (IEDA) Program: Final Report 2004. Canberra: Commonwealth of Australia.
The Review focussed on examining the effectiveness and appropriateness of the IEDA suite of programs against the four long term goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP), and developing a performance framework to measure educational outcomes of the IEDA program.
Department of Education, Science and Training (2004). Working Together for Indigenous Youth: A National Framework. Canberra: Commonwealth of Australia.
The Commonwealth Government has provided support for Indigenous students to complete Year 12 and go on to further education and training or move into paid employment. This framework outlines the goals and guiding principles of the Working Together for Indigenous Youth (WTIY) programme.
Department of Education, Science and Training (2003). Report on the Review of the Independent Indigenous Vocational Education and Training Providers. Canberra: Commonwealth of Australia.
The review examines funding for Indigenous vocational education and training providers, as well as the services they provide, how these can be improved and makes comparisons with the general vocational and education sector.
Department of Education, Science and Training (2002). National Report to Parliament on Indigenous Education and Training 2002. Canberra: Commonwealth of Australia.
As the second of a series of annual national reports to Parliament, this report seeks to give an account of what we, as a nation, have achieved in the critically important area of Indigenous education in 2002. It compares these outcomes with those of 2001 and will enable education providers to consider their progress in the national context.
Department of Education, Science and Training (2000). The National Indigenous English literacy and numeracy strategy: 2000-2004.
This report outlines the National Indigenous English Literacy and Numeracy Strategy (NIELNS), which aims to bring the literacy and numeracy skills of Indigenous students up to the same standards as non-Indigenous Australian students.
Hugh Watson Consulting (2003). Final Report of the National Evaluation of National Indigenous English Literacy and Numeracy Strategy (NIELNS). Commonwealth Department of Education, Science and Training.
“To achieve literacy and numeracy for Indigenous students at levels comparable to those achieved by other young Australians”…
MCEETYA (2001). Education of Teachers of Indigenous Students in Early Childhood Services and Schools: Discussion Paper.
This paper reviews recent and current efforts to raise the quality of initial teacher education. The Taskforce noted that most of this work does not specifically address issues of teachers of Indigenous students and considered that it was timely to develop and promote a draft set of professional standards for accomplished teachers of Indigenous students in early childhood services and schools to inform current discussions about the quality of teaching and teaching education programs.
MCEETYA (2001). Effective learning Issues for Indigenous Children Aged 0 to 8 Years: Discussion Paper.
This discussion paper summarises advice on early childhood service provision and access, development and learning stages, cultural and linguistic diversity, literacy and numeracy, and the importance of mutual community capacity building.
MCEETYA (2001). Exploring Multiple Pathways for Indigenous Students: Discussion Paper.
Discussion paper on issues relating to young Indigenous Australians and their transition across primary and secondary school pathways, transition from school to vocational education and training, and transition to higher education.
MCEETYA (2005). Information Statement, 18th MCEETYA Meeting, Canberra, 12-13 May 2005.
Ministers have made improving the outcomes for Indigenous students their top priority for MCEETYA over the next three years.
The decision was made following a one-day forum conducted as part of the meeting, which specifically looked at strategies for improving outcomes for Indigenous students.
MCEETYA will establish a working party of senior officials, chaired by Western Australia, to develop mechanisms of closer collaboration, improved funding arrangements and effective programs to improve the outcomes for Indigenous students. The working party will consult with Indigenous communities and will consider early intervention programs, retention strategies, mentoring, teacher preparation strategies and local Indigenous community involvement.
MCEETYA Task Force on Indigenous Education (2001). Solid Foundations: Health and Education Partnerships for Indigenous Children Aged 0 to 8.
This discussion paper summarises advice on nine health issues of concern to the Taskforce that affect Aboriginal and Torres Strait Islander children from birth to 8 years and proposes them as the basis for initial discussion with health sector representatives, Indigenous affairs and the family and community services sector at a national, state and regional level. These issues are: lower life expectancy at birth; low birth weight and failure to thrive; poor quality diet; high disease rates, especially chronic ear and respiratory infections; social and emotional wellbeing; substance misuse; adolescent pregnancy; childhood trauma; and childhood injuries. The Taskforce acknowledges that there are enormous sensitivities and a ‘culture of silence’ surrounding many of these issues, which make it difficult to discuss and address them.
MCEETYA (2000). A Model of More Culturally Inclusive and Educationally Effective Schools.
The State, Territory and Commonwealth Ministers of Education met as the 11th Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in Sydney, 30-31 March 2000, chaired by the Commonwealth Minister for Education, Training and Youth Affairs, the Hon Dr David Kemp MP. Conscious that the achievement of educational equality for Australia’s
Indigenous peoples is an urgent national priority, Council agreed to act jointly to assist schools in meeting this challenge.
In reaching agreement to address areas of common concern, the State, Territory and Commonwealth Ministers of Education committed to the following model of more culturally inclusive and educationally effective schools, for use as a framework for action.
MCEETYA (2000). Report of MCEETYA Taskforce on Indigenous Education.
Ministerial Advisory Committee: Students with Disabilities (2003). Aboriginal Students with Disabilities.
In an effort to understand the current issues of importance to the families of Aboriginal children and students with disabilities, the Ministerial Advisory committee: Students with Disabilities agreed to undertake a project examining this area.
Munns, G., Lawson, J., & Mootz, D. Aboriginal Literacy Research Project: Aboriginal Learners and English 7-10.
Report to client: Office of the Board of Studies NSW.
NSW Department of Education and Training Review of Aboriginal Education 2003-2004.
Northern Territory Department of Employment, Education and Training (DEET) (2006). Indigenous Languages and Culture Report.
The NT DEET has released the Indigenous Languages and Culture Report, the culmination of a two-year review into Indigenous language and culture programs in Northern Territory schools.
Northern Territory Department of Employment, Education and Training (DEET) (2006). Indigenous Education Strategic Plan 2006-2009.
Office of Australian Indigenous Policy Coordination (2005). New arrangements in Indigenous affairs. Canberra: Commonwealth of Australia.
The Government wants to find better ways to work with Indigenous people, and knows that it alone cannot make life better for Indigenous communities and families. Both governments and Indigenous people have rights and obligations and all must share responsibility for making real and beneficial change in people’s lives.
Under the new arrangements, the Government has established Indigenous Coordination Centres (or ICCs). These replace ATSIC Regional Offices. Each of these ICCs coordinates Australian Government program funding and services to local Indigenous people.
Powers and Associated (Aust) Ltd. (2003). Breaks in the Road - Evaluation of the Indigenous Youth Partnership Initiative. Final Report.
Eighteen projects funded under the Indigenous Youth Partnership Initiative (IYPI) attempted in a variety of ways to address the critical issues that are behind the generally poorer outcomes for Indigenous youth in education and transition disengagement from education , poor attendance, low level of basic skill acquisition (including literacy, numeracy and employability skills), lack of parental and mentor support, low level involvement in Vocational Educational Training and a relatively low level of engagement with employers and the world of work.
In different ways, the eighteen projects evaluated in this report attempt to overcome the disconnection - “the break in the road” for young Indigenous people – and to support them in the development of the core skills they need to live fulfilling and independent lives.
Purdie, N., Tripcony, P., Boulton-Lewis, G., Fanshawe, J. & Gunstone, A. (2000). Positive Self-Identity for Indigenous Students and its Relationship to School Outcomes. Queensland University of Technology; Department of Education, Science and Training.
This project was completed by Queensland University of Technology. It concerns the relationship between school outcomes and the self-identities of young Indigenous Australians. Evidence from a range of sources indicates that Indigenous students have markedly lower school participation, retention, and success rates than their non-Indigenous counterparts.
Steering Committee for the Review of Government Service Provision (SCRGSP) (2005). Overcoming Indigenous Disadvantage: Key Indicators 2005: Report. Productivity Commission, Canberra.
Zubrick, S.R., Lawrence, D.M., Silburn, S.R., Blair, E., Milroy, H., Wilkes, T., Eades, S., D’Antoine, H., Read, A., Ishiguchi, P., Doyle, S. (2004). The Western Australian Aboriginal Child Health Survey: The Health of Aboriginal Children and Young People. Perth: Telethon Institute for Child Health Research.