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Legislative Assembly for the ACT: 2000 Week 9 Hansard (7 September) . . Page.. 3010 ..

MR STEFANIAK (continuing):

We have given increased attention to the professional development of staff involved in indigenous education by developing programs that provide indigenous perspectives in training for all teachers where needed and by providing professional development for staff in the indigenous unit. This includes the attendance by principals at the indigenous forum held on 25 August where, in addition to the principals becoming part of the indigenous compact, the importance of the principals' leadership in ensuring indigenous cultural inclusivity was emphasised.

Whilst it is important to provide continuity of information on progress in this reporting, I will be happy to take feedback from members on the information that they find most helpful and on any changes to the report that they would find useful. I remind members that we cannot expect to see significant change over six months in literacy and numeracy. As I have said before, real, discernible improvements in these sorts of outcomes take from 18 to 24 months.

A total of 178 indigenous students completed the ACT literacy and numeracy assessment program. This represents about two per cent of the student population in years 3, 5, 7 and 9. The numbers indicate the indigenous students' learning progression relative to the rest of the student population, but they are not statistically reliable. In each year group there are approximately 60 students, whereas around 200 students are necessary to be confident that differences in percentages are significant.

Mr Speaker, it is clear that this government is committed to making improved outcomes for indigenous students happen. It is a complex dilemma and it will take time to resolve. However, the progress report I have tabled shows that the full range of skills, expertise and knowledge available to government is being directed to the task.

A point I raised in the debate some months ago was that the rates of absenteeism were of concern. It is pleasing to see a drop of about 12 per cent in one year. That is something that will take a lot more effort and time, but I am pleased to see the efforts of the indigenous education unit, the education consultative committee and the parent body starting to work in that regard. I see that as crucial.

It is not necessarily included in the report and is not in my prepared speech, but we announced recently that we would be providing six scholarships, three a year, for the next two years for any Aboriginal and Torres Strait Islander students in year 12 who would like to do tertiary studies in areas relevant to the department. The sum of $500 a year for four years will be given to each successful applicant.

We are looking at the teaching area, social work, sport and recreation and several other areas where degrees would be very useful. That would assist those students in working for the department in years to come. That is a further initiative that I announced a couple of days ago. I do not think that it appears in the report. I mention it for the benefit of members.

As well, the first-hand knowledge of indigenous needs that the Aboriginal community itself knows best is incorporated, primarily through the establishment of the indigenous compact, into the overall effort to achieve improved educational outcomes for indigenous students.

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