Page 4117 - Week 11 - Thursday, 21 September 2017
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The report also details the achievements and progress made against the priorities outlined in the Education Directorate’s education capital: leading the nation strategic plan 2014-17 and the action plan 2017. These plans are supported by the whole-of-government ACT Aboriginal and Torres Strait Islander agreement 2015-18, which commits to a number of targets, including increasing the year 12 completion rate of Aboriginal and Torres Strait Islander people.
I am very proud of the diverse programs and opportunities provided for our Aboriginal and Torres Strait Islander students. These include: providing access for Aboriginal and Torres Strait Islander families to the Koori preschool program across five schools; various partnerships between schools and the community to embed Aboriginal and Torres Strait Islander perspectives, languages and cultures in the curriculum; providing secondary and tertiary scholarships to Aboriginal and Torres Strait Islander students pursuing health and teaching careers; developing local Ngunnawal learning and teaching resources; the growing number of bush tucker gardens in our schools; the commitment of our schools to recognise and observe Sorry Day, Reconciliation Week and NAIDOC Week, among other cultural events; and the annual Buroinjin carnivals and the inner north Aboriginal and Torres Strait Islander community cluster celebrations.
The Education Directorate also has a vibrant Aboriginal and Torres Strait Islander staff network. All staff hold a clear commitment to implement the directorate’s reconciliation action plan. All staff have a key role to play in developing environments of cultural integrity which are supported through the provision of high quality professional learning opportunities for teachers.
I am pleased to report that these programs and strategies have had a positive effect on the educational outcomes of Aboriginal and Torres Strait Islander students, as demonstrated by the many achievements outlined in the report. For example, in 2016 the ACT consistently had a higher proportion of Aboriginal and Torres Strait Islander students achieving at or above the national minimum standard for both reading and numeracy compared with national results.
There was also a marked improvement in the retention of Aboriginal and Torres Strait Islander students from year 7 to year 12, with the apparent retention rate growing from 89.5 per cent in 2015 to 98.8 per cent in 2016. We have also seen improvements over the long term in year 12 completions. The number of year 12 Aboriginal and Torres Strait Islander students achieving a senior secondary certificate has risen, from 39 in 2013 to 64 in 2016.
The directorate also continues to provide support for Aboriginal and Torres Strait Islander young people to transition successfully into further study or into the workforce. In 2016-17, 30 Aboriginal and Torres Strait Islander students participated in flexible learning options, with seven participating in a school-based apprenticeship program. Pathways planning, flexible learning options, the aspirations program and the secondary scholarships will continue to contribute to improved engagement, learning and year 12 completion rates.
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