Page 3765 - Week 12 - Tuesday, 18 October 2005
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Through the provision of increased funding for indigenous education, the government has demonstrated its commitment to improving literacy and numeracy outcomes for indigenous students. In recognition of the central importance of these skills, the government has funded an increase in the number of teacher consultants in this area. Four and a half indigenous literacy and numeracy consultants provide assistance to identified indigenous year 4 students who were in the lower 20 per cent of students in their year 3 ACTAP assessment results.
While progress has been made in some areas, more needs to be accomplished over an extended period to consolidate improved results. The Department of Education and Training is seeking to do this through the collation of data to identify the achievement of each indigenous student in government schools. The purpose is to focus on those students who are in the lower 20 per cent of their most recent ACTAP program to ensure that they are making progress.
The Productivity Commission recently released its report Overcoming indigenous disadvantage key indicators 2005. This is the second report in a series commissioned by the Council of Australian Governments. This report aims to provide indicators of indigenous disadvantage that are of relevance to all governments and stakeholders and demonstrate the impact of policies and programs. In relation to education, as an example, the report found that across Australia there had been improvements in apparent retention rates to year 12 and achievement against the year 3 writing benchmark.
While I am pleased to report that the ACT exceeded all other states and territories with regard to retention of indigenous and non-indigenous students, the gap still exists across the range of indicators between indigenous people and the rest of the population. Achievement of a year 12 certificate is of particular concern. The ACT is now placing a stronger focus on retention of indigenous students through the appointment of a college transitions officer. This officer supports students in the post-compulsory years of education and assists them to make a successful transition through the college years to employment or further study. Appropriate programs and support for indigenous students in years 11 and 12 will be considered as part of the current review of ACT government colleges.
The recognition that more can be done to develop the cultural awareness of classroom teachers is also an area requiring ongoing focus. A cultural awareness program aimed at enhancing teachers’ knowledge and awareness of indigenous culture has recently been introduced. The end result of this training will be teachers with a better understanding and strategies to assist indigenous students in their learning.
The Ministerial Council on Education, Employment, Training and Youth Affairs, also known as MCEETYA, which I currently chair, has recently made indigenous education outcomes a national strategic priority. The ACT will work with other states and territories to identify and address barriers to improvement in outcomes for indigenous students. I am hopeful that this concerted effort by all jurisdictions will produce the knowledge and direction we seek to ensure our indigenous students achieve the same outcomes as non-indigenous students.
Finally, I look forward to continuing to work with the ACT indigenous community, the Indigenous Education Consultative Body and other groups and agencies to ensure further
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