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Legislative Assembly for the ACT: 2003 Week 2 Hansard (4 March) . . Page.. 486 ..

MS GALLAGHER (continuing):

The purpose of this paper was to promote discussion and debate within school communities. When educators, parents, carers and members of the wider community have the opportunity to discuss issues related to inclusivity, they become very focused on how their school can provide quality education outcomes for all students enrolled.

This type of debate is important if our efforts to improve the outcome for the ACT's indigenous students are to be effective. The discussion paper promotes debate in school communities about inclusivity and meeting the needs of all students through effective learning and teaching.

The discussion paper on inclusivity is not directly targeted towards indigenous students. However, it is another tool for providing effective and appropriate support services and programs for indigenous students to assist them to achieve improved educational outcomes.

There are a number of key elements in the fourth report on performance in indigenous education that I will draw to the attention of members.

The new Indigenous Education Consultative Body is in place and providing advice to government on education and community services matters. It has developed a strategic plan for 2002-04. The goal of the IECB is to work with the ACT government to increase the educational outcomes for indigenous students to standards comparable with those of non-indigenous students and to a better understanding of indigenous cultures.

The IECB has consulted with all families of indigenous students in the development of the indigenous education compact. The point you raised, Ms Tucker, is interesting. The advice is that they have consulted. If they have and families are still unaware of the compact, it raises another issue which we can look at.

The indigenous educational compact commits all stakeholders to work together to overcome inequities and improve the experience of schooling and outcomes for indigenous students. As I said, the compact was officially launched last December by the previous minister, Mr Corbell.

The government considers as a priority the continued improvement of literacy and numeracy outcomes through indigenous education to levels comparable with those for non-indigenous students. The ACT assessment program enables comparison between indigenous and non-indigenous students in literacy and numeracy, and the results are provided in section 2 of the tabled report.

Results from the assessment program in 2001 indicate that, while progress is being made, there is much more to be done to address the gap between indigenous and non-indigenous results. The indigenous education unit and the literacy and numeracy team are working with schools to develop individual learning plans that address the literacy and numeracy needs of indigenous students.

The gaps between indigenous and non-indigenous students meeting the national benchmark in year 3 reading, year 5 reading and year 3 numeracy are decreasing. However, as Mr Pratt pointed out, the gap in year 5 numeracy is of serious concern.

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