Page 4213 - Week 13 - Thursday, 27 November 2014
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Minister for Women and Minister for the Arts): For the information of members I present the following paper:
Aboriginal and Torres Strait Islander Education, pursuant to the resolution of the Assembly of 24 May 2000 concerning Indigenous education, as amended 16 February 2006—Annual report 2013-14.
I seek leave to make a statement in relation to the paper.
Leave granted.
MS BURCH: Every child in the ACT deserves the opportunities provided through an excellent education, irrespective of where they live, their circumstances or the school they attend. We want every Aboriginal and Torres Strait Islander student to have confidence that they can achieve and that their future is one of opportunity. While there is much to celebrate, the government acknowledges there is more work to be done to close the achievement gap between Indigenous and non-Indigenous students.
This report details achievements under the priorities of the directorate’s Aboriginal and Torres Strait Islander education matters strategic plan and progress against the priorities identified in the strategic plan 2014-17, Education capital: leading the nation, and the 2014 action plan.
The four priority areas of the Aboriginal and Torres Strait Islander education matters strategic plan are learning and teaching, school environment, pathways and transitions, and leadership and corporate development.
The directorate has established a suite of integrated programs and strategies to support Aboriginal and Torres Strait Islander student learning. This year’s report highlights a number of achievements, including an increase in the proportion of Aboriginal and Torres Strait Islander students achieving at or above the national minimum standards in years 3, 5 and 7 in reading, writing and numeracy.
It shows 39 of the 55 year 12 Aboriginal students graduated at the end of 2013 with a year 12 certificate from ACT public colleges, and seven obtained a certificate II or higher in a nationally recognised vocational course. It also highlights the strengthening of partnerships that supported curriculum initiatives. These included a community-delivered dance program, language programs, bush tucker garden projects, art projects, a didgeridoo group, an Indigenous courtyard project and excursions to significant sites and places.
During the reporting period approximately 74 per cent of ACT schools reported having personalised learning plans in place for all Indigenous students. In 2013 more than 120 Aboriginal and Torres Strait Islander students were nominated by their schools to be part of the student aspirations program. As of June this year, numbers have increased to 162 students enrolled in that program.
In the past 12 months aspiration students have attended “taster” days at the University of Canberra and the Australian National University. Other excursions included visits
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