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Legislative Assembly for the ACT: 2004 Week 04 Hansard (Thursday, 1 April 2004) . . Page.. 1519 ..

Indigenous children and young people achieving outcomes equitable to the total population: in the wake of the recent Productivity Commission’s report on overcoming indigenous disadvantage, it will be no surprise to members that the majority of indigenous preschoolers are entering kindergarten with higher skills in mathematics, reading and phonics than those who did not attend preschool. Staff from our ACT Koori preschool program are increasing their efforts to draw indigenous youngsters into regular education programs in the preschool sector.

In the financial year 2002-03, the government provided extra resources to upgrade the level of and increase the number of positions for staff working with indigenous students in our schools, and their families. With recruitment processes completed in this period, a new indigenous education service structure was established and the roles of staff redefined. Some staff training commenced and tenders were called for the delivery in 2004 of a certificate IV in community services work for these staff.

This restructure saw the introduction of an increased emphasis on home visits for students needing additional support. It is expected that this enhanced delivery model will, over time, positively contribute to the continuing issues of indigenous student attendance and these students’ retention in the schooling system. A pilot indigenous mentor program saw the benefits that such a program could bring to older students, especially those at risk of disengaging from school. It is pleasing to note the education and training opportunities arising from partnerships with local institutions and organisations through such initiatives as the Partners in a learning culture: ACT indigenous action plan 2003-2005.

This report discusses a number of programs and initiatives occurring through Education, Youth and Family Services. I am pleased to say that progress has been made in these areas, although of course more needs to be done. In itself, this August report is an interim one. The next report, dealing with the end of the previous school year, will cover more specific areas of educational endeavour, such as the year 10 and 12 results and literacy and numeracy achievements. While it is difficult to show much gain in a six-month period, I am confident that benefits and results will be more evident over time.

Finally, Mr Speaker, I want to emphasise the importance of this report. It demonstrates the government’s commitment to the local indigenous community and its young people, and all Australian governments’ concern that child development and indigenous disadvantage be addressed. I welcome the continuing opportunity to work with the ACT indigenous community, the Indigenous Education Consultative Body and other agencies and organisations to ensure further improvements in performance in indigenous education. I commend the seventh report on performance in indigenous education to the Assembly.

Mr Speaker, I move:

That the Assembly takes note of the paper.

Debate (on motion by Mr Pratt) adjourned to the next sitting.

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