National Report to Parliament on Indigenous Education … · iii National Report to Parliament on Indigenous Education and Training, 2003 Foreword This is the third of a series of

National Report to Parliament on

Indigenous Education and Training, 2003

ISSN 1447 588X6945SCHP05A

National R

eport to Parliament on Indigeno

us Educatio

n and Training, 2003

Departm

ent of Education, Science and Training

natreport_004.indd 1natreport_004.indd 1 8/04/2005 12:45:338/04/2005 12:45:33

National Report to Parliament on

Indigenous Education and Training, 2003

ii

National Report to Parliam

ent on Indigenous Education and Training, 2003

FRONT COVER‘Milky Way’Artist: Arnold Watt

Acrylic on bark, 48 cm x 109 cm

© Arnold Watt (1996) and photographed with the permission of the owner

Arnold Watt (whose language name is Thuganmu, meaning ‘the white foam of the sea’) is from Mornington Island (Gununa). Born in 1941, he started painting at 7 years of age, and recalls, “Teachers would always find sketches on the back of my school work”. At 15 years of age he moved to northwest Queensland to work as a station hand, and was later the head drover on several cattle stations around the Gulf.

When he was 19, Arnold returned to Mornington Island and was taught about bark painting procedures, their stories and meaning. Reflecting on that time he says,

“At night I would sit down with the elders and listen them talk about the different stars and their dream time stories”.

“Today I paint, pass on and leave records of my culture for my people.

These stories were passed on to me that I now paint have message, insight and wisdom that have powerful outcomes on ones own life if you listening.

You will know right from wrong, good from bad.

You have happiness as you become old, then the young will watch and learn and start growing up right, proper and wise.

Then, as an elderly person you will become happy and proud.”

‘Milky Way’ depicts the young being taught about the milky way, the stars and their meaning by elders. This particular story is about the Emu (the dark form in the milky way) and the star constellation the seven sisters (Emu’s chicks) or otherwise known as the Pleiades and also the 3 bright stars around the Emu. This story tells of the consequences of lying, the importance of telling the truth, the real facts and the ripples that expand out from one’s deeds and spoken word.

BACK COVERChildren at Rawa Commmunity School – an independent Aboriginal School located 600 kilometres east south east of the coastal mining town of Port Hedland in Western Australia.

© Commonwealth of Australia 2005.

ISSN 1447-588X

This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. All other rights are reserved.

For copies of this report please contact:

DirectorMonitoring and Reporting TeamIndigenous and Transitions GroupDepartment of Education, Science and TrainingLocation 151GPO Box 9880CANBERRA CITY ACT 2601

The report can also be accessed via the DEST website at: http://www.dest.gov.au/schools/indigenous/publications/Publications_–_all.htm

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ForewordThis is the third of a series of annual reports to Parliament on Indigenous education and training. Like all those Australians committed to improving the future for Indigenous people I look forward to these reports in the hope of seeing evidence of significant and measurable progress in reducing the gap in outcomes between Indigenous and non-Indigenous Australians.

The case studies throughout this report illustrate the ingenuity and dedication of educators, parents and communities in tackling the challenge of improving outcomes for Indigenous students. They show what determination, innovation and sheer hard work can achieve.

However, while the success of these case studies is inspirational, accelerating Indigenous educational outcomes across the nation is proving elusive. Trends over the last three years are inconsistent, with continuous improvements in some areas such as school retention but progress in other outcomes occurring more sporadically. Overall, we are slowly moving forward but at a pace that means that educational equality is some way off for Indigenous Australians unless we can work together in a more concerted way to speed up progress.

Lack of data makes it difficult to draw conclusions about some critical areas such as the achievement of literacy and numeracy benchmarks. To overcome this we are strengthening the Australian Government’s requirements for monitoring and reporting on Indigenous outcomes.

The Australian Government recognises that more effort needs to be made to quicken the pace of change in order to close the education divide between Indigenous and non-Indigenous Australians. One of the key elements of the ten-point national agenda for schooling that I announced in 2003 is accelerating Indigenous education outcomes. In the next funding quadrennium, from 2005 to 2008, the Australian Government will be providing some $2.1 billion for Indigenous-specific supplementary assistance to preschools, schools, tertiary providers and Indigenous students.

We will be directing more funding to assist the most disadvantaged students in Australia – Indigenous children living in remote areas. And we will be expecting more from mainstream educational services to improve outcomes for Indigenous students, especially those living in our cities.

We intend to build on a foundation of programs and approaches that we know work. A number of such initiatives are described in this report. We will be asking individuals and communities that have achieved results to act as lighthouses for others to show them the way.

Evidence from this and previous reports and from discussions with educators, researchers, parents and community members, has emphasised the importance of preparing young Indigenous children for formal schooling and improving attendance and literacy and numeracy achievement, particularly in primary schools.

We also need to lift teachers’ effectiveness in helping their Indigenous students achieve success and fostering an appreciation of their history, cultures and identity while at the same time nurturing amongst all students, an understanding of, and respect for, Indigenous traditional and contemporary cultures. In doing so they will help to re-engage and retain more Indigenous students to Year 12, or its vocational education equivalent.

We should never lose sight of the greatest need in education faced by this country, improving outcomes for Indigenous students so they can face the future with hope and confidence.

I commend this report to Parliament.

BRENDAN NELSON Minister for Education, Science and Training

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Foreword iii

Table of Contents v

List of Acronyms viii

List of Tables x

List of Figures xiii

Executive Summary xivStory 1 – Wunanbiri Preschool, Redfern, NSW xx

1 REPORTING ON INDIGENOUS EDUCATION AND TRAINING 11.1 Purpose 11.2 Provision of education and training for Indigenous Australians 1 1.2.1 Governments working together 1 1.2.2 Delivery of services and funding 21.3 The framework for this report 3 1.3.1 The National Aboriginal and Torres Strait Islander Education Policy 3 1.3.2 Framework for 2003 reporting 3 1.3.3 Indigenous influence, involvement and presence 3 1.3.4 Contextual influences on outcomes 3 1.3.5 Stories from Indigenous controlled education providers 41.4 Data used in this report 4 1.4.1 Data sources 4 1.4.2 IESIP performance reports 4 1.4.3 Reporting IESIP targets 4

2 PRESCHOOL 72.1 Overview 7 2.1.1 Key data on Indigenous preschool education, 2003 7 2.1.2 Key movements in Indigenous preschool education in 2003 7Story 2 – Tarumbal Preschool, Rockhampton, Qld 8 2.1.3 The provision of preschool education for Indigenous children 9 2.1.4 Data Sources 9Progress in Indigenous preschool education in 2003 102.2 Equality of access and equity of participation 10 2.2.1 Indigenous enrolments in preschools 10 2.2.2 Attendance 112.3 Equitable and appropriate educational outcomes 12 2.3.1 English literacy readiness 12 2.3.2 Numeracy readiness 142.4 Indigenous influence, involvement and presence in preschools 15 2.4.1 Involvement of Indigenous people in educational decision-making 15 2.4.2 Indigenous employment in preschools 15 2.4.3 Professional development 16 2.4.4 Culturally inclusive curricula 172.5 Progress against IESIP targets 182.6 Conclusions and emerging issues 18Story 3 – Rawa Community School – outback WA 20

3 SCHOOLS 233.1 Overview 23 3.1.1 Key data on Indigenous school education, 2003 23 3.1.2 Key movements in Indigenous school education in 2003 24 3.1.3 The provision of school education for Indigenous people 24 3.1.4 Data Sources 25Progress in Indigenous school education in 2003 263.2 Equality of access and equity of participation 26 3.2.1 Indigenous school enrolments 26 3.2.2 Retaining Indigenous students in schooling 28 3.2.3 Equity of educational participation 303.3 Equitable and appropriate educational outcomes 32 3.3.1 Literacy and numeracy 32

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Story 4 – Djidi Djidi Aboriginal School, Bunbury, WA 34 3.3.2 English as a Second Language for Indigenous Language Speaking Students 40 3.3.3 Senior secondary outcomes 413.4 Indigenous influence, involvement and presence in schools 46 3.4.1 Indigenous participation in decision-making in school education 46 3.4.2 Indigenous employment in schools 47 3.4.3 Professional development 49 3.4.4 Culturally inclusive curricula 51Story 5 – Nyangatjatjara College, Yulara, NT 523.5 Progress against IESIP targets 543.6 Conclusions and emerging issues 55

4 VOCATIONAL EDUCATION AND TRAINING 574.1 Overview 57 4.1.1 Key data on Indigenous VET education, 2003 57 4.1.2 Key movements in Indigenous VET education 2003 58 4.1.3 The provision of vocational education and training for Indigenous Australians 58 4.1.4 Data Sources 59Progress in Indigenous VET education in 2003 594.2 Equality of access and equity of participation 59 4.2.1 Indigenous VET enrolments 59Story 6 – The Centre for Appropriate Technology – Alice Springs, NT 60 4.2.2 Equity of Participation 62 4.2.3 Participation in New Apprenticeships 644.3 Equitable and appropriate educational outcomes 65 4.3.1 Literacy and numeracy 65 4.3.2 Module/competency completions 67 4.3.3 Course completions 67Story 7 – Tauondi College, Port Adelaide, SA 68 4.3.4 Graduate outcomes 70 4.3.5 Educational outcomes for New Apprentices and Trainees 704.4 Indigenous influence, involvement and presence in VET 71 4.4.1 Indigenous involvement in decision-making 71 4.4.2 Indigenous employment in VET 72 4.4.3 Professional development of staff 74 4.4.4 Culturally inclusive curricula 744.5 Progress against IESIP targets 754.6 Conclusions and emerging issues 76Story 8 – Booroongen Djugun College, Kempsey, NSW 78

5 HIGHER EDUCATION 815.1 Overview 81 5.1.1 Key data on Indigenous higher education, 2003 81 5.1.2 Key changes in Indigenous higher education in 2003 82 5.1.3 The provision of higher education for Indigenous people 82 5.1.4 Data Sources 83Progress in Indigenous higher education in 2003 845.2 Equality of access and equity of participation 84 5.2.1 Equality of access 85 5.2.2 Equity of participation 875.3 Equitable and appropriate educational outcomes 91 5.3.1 Award course completions 91 5.3.2 Graduate employment outcomes 92Story 9 – Batchelor Institute, Batchelor NT 945.4 Indigenous influence, involvement and presence 96 5.4.1 Indigenous participation in decision-making in higher education 96 5.4.2 Indigenous employment in higher education 97 5.4.3 Culturally inclusive curricula 985.5 Conclusions and emerging issues 100

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6 NATIONAL PROGRAMMES 1016.1 Introduction 1016.2 National Indigenous English Literacy and Numeracy Strategy 1016.3 The NIELNS evaluation 101Story 10 – Murri School, Brisbane, Queensland 1046.4 Other national projects 106 6.4.1 The Croc Festivals 106 6.4.2 Deadly Vibe Magazine 107 6.4.3 The Indigenous Ambassadors Programme 107 6.4.4 Mixed-mode Away-from-base funding 107 6.4.5 Indigenous Mentoring Pilot Project 108 6.4.6 Taking it on – the second phase of the Dare to Lead Project 108 6.4.7 What Works Project 108 6.4.8 Books in Homes Australia – Murdi Paaki 108 6.4.9 Scaffolding Literacy Project 109 6.4.10 ABSTUDY 109 6.4.11 Reviews of National Programmes 1096.5 Other Australian Government funded initiatives 111 6.5.1 Council of Australian Governments Whole of Government Indigenous Initiative 111 6.5.2 The Partnership Outreach Education Model (POEM) initiative 112 6.5.3 Enterprise and Career Education Foundation (ECEF) 113 6.5.4 Group Training New Apprenticeships Targeted Initiatives Programme (TIP) Indigenous Projects 2003 113 6.5.5 New Apprenticeships Access Programme 113 6.5.6 Industry Training Strategies Programme 113 6.5.7 Workplace English Language and Literacy (WELL) Programme 114 6.5.8 Basic IT Enabling Skills (BITES) for Older Workers Programme 114

7 PAYMENTS UNDER THE INDIGENOUS EDUCATION (TARGETED ASSISTANCE) ACT, 2000 AND OTHER PAYMENTS 1157.1 Indigenous Education Strategic Initiatives Programme 1157.2 Indigenous Education Direct Assistance (IEDA) Programme 116 7.2.1 ATAS 116 7.2.2 ASSPA 118 7.2.3 VEGAS 118 7.2.4 IEDA Developments in 2003 119 7.2.5 IESIP payments in 2003 119

Appendix 1: The National Aboriginal and Torres Strait Islander Education Policy (AEP) 139

Appendix 2: Preschool statistical tables 141

Appendix 3: School statistical tables 147

Appendix 4: Vocational education and training statistical tables 153

Appendix 5: Higher education statistical tables 157

Appendix 6: Performance in higher education – gender differences 167

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ABS ................................................................................................................................................................... Australian Bureau of Statistics

ABSTUDY ........................................................................................................................................................ Aboriginal Study Grants Scheme

ACER .......................................................................................................................................... Australian Council for Educational Research

ACSA ................................................................................................................................................Australian Curriculum Studies Association

AECA .................................................................................................................................................... Australian Early Childhood Association

AEDA ................................................................................................................................................... Aboriginal Education Direct Assistance

AEP ............................................................................................................ National Aboriginal and Torres Strait Islander Education Policy

AESIP ...........................................................................................................................Aboriginal Education Strategic Initiatives Programme

AIEW .............................................................................................................................................Aboriginal and Islander Education Worker

AITAC .................................................................................................................................... Australian Indigenous Training Advisory Council

ANR ...............................................................................................................................................National Report on Schooling in Australia

ANTA .....................................................................................................................................................Australian National Training Authority

APAPDC ................................................................................................Australian Principals Associations Professional Development Council

AQF ...........................................................................................................................................................Australian Qualifi cation Framework

ARR ........................................................................................................................................................................... Apparent Retention Rate

ASSPA .......................................................................................................... Aboriginal Student Support and Parent Awareness Programme

ATAS ......................................................................................................................................................Aboriginal Tutorial Assistance Scheme

AVETMISS ....................................................... Australian Vocational Education and Training Management Information Statistical Standard

BiHiA ...................................................................................................................................................................Books in Homes in Australia

CAS .............................................................................................................................................Commonwealth Accommodation Scholarships

CDEP ......................................................................................................................................Community Development Employment Projects

CECS .......................................................................................................................................... Commonwealth Education Costs Scholarships

CGC ...........................................................................................................................................................Commonwealth Grants Commission

COAG ......................................................................................................................................................... Council of Australian Governments

DEST ..................................................................................................................................... Department of Education, Science and Training

ESL ...................................................................................................................................................................English as a Second Language

ESL-ILSS .................................................................................. English as a Second Language for Indigenous Language Speaking Students

FTE ................................................................................................................................................................................... Full Time Equivalent

GCCA .................................................................................................................................................... Graduate Careers Council of Australia

GTO ..................................................................................................................................................................... Group Training Organisation

HECS ................................................................................................................................................... Higher Education Contribution Scheme

IAC .................................................................................................................................................................. Indigenous Advisory Committee

IEA ............................................................................................................................................................... Indigenous Education Agreement

IECB ................................................................................................................................................. Indigenous Education Consultative Body

IEDA ............................................................................................................................... Indigenous Education Direct Assistance Programme

IESIP .......................................................................................................................... Indigenous Education Strategic Initiatives Programme

IHEAC ..................................................................................................................................... Indigenous Higher Education Advisory Council

ISF ........................................................................................................................................................................Indigenous Support Funding

LIST OF ACRONYMS

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ISU ............................................................................................................................................................................. Indigenous Support Unit

ITSP ...................................................................................................................................................Industry Training Strategies Programme

LLNP ...................................................................................................................................... Language, Literacy and Numeracy Programme

LOTE .................................................................................................................................................................Languages Other Than English

MCEETYA ..................................................................................... Ministerial Council on Education, Employment, Training and Youth Affairs

MCR ............................................................................................................................................................................Module Completion Rate

MINCO ........................................................................................................................................................................ ANTA Ministerial Council

NAIDOC ..........................................................................................................National Aboriginal and Islander Day Observance Committee

NCVER ............................................................................................................................. National Centre for Vocational Education Research

NIELNS ...........................................................................................................National Indigenous English Literacy and Numeracy Strategy

NIPC ..................................................................................................................................................... National Indigenous Preschool Census

NSSC ....................................................................................................................................................... National Schools Statistics Collection

OECD ..................................................................................................................Organisation for Economic Co-operation and Development

PISA ..................................................................................................................................... Programme of International Student Assessment

RCIADC ........................................................................................................................ Royal Commission Into Aboriginal Deaths in Custody

SPP ..........................................................................................................................................................................Specifi c Purpose Payments

SPR .................................................................................................................................................................................Student Progress Rate

SRA ...........................................................................................................................................................Supplementary Recurrent Assistance

SRP ............................................................................................................................................................................ Strategic Results Projects

TAFE ................................................................................................................................Technical and Further Education (VET Institutions)

TER ...............................................................................................................................................................................Tertiary Entrance Rank

TIP .......................................................................................................................................New Apprentice Targeted Initiatives Programme

UAI .......................................................................................................................................................................Universities Admission Index

VCAL .................................................................................................................................................Victorian Certifi cate of Applied Learning

VCE .............................................................................................................................................................. Victorian Certifi cate of Education

VEGAS .............................................................................................................Vocational and Educational Guidance for Aboriginals Scheme

VET .............................................................................................................................................................Vocational Education and Training

WELL ........................................................................................................................Workplace English Language and Literacy Programme

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Chapter 1

Table 1.1: Number of IESIP Supplementary Recurrent Assistance (SRA) funded education providers, by type of provider and sector; 2003 4

Chapter 2

Table 2.1: Total Indigenous preschool students enrolled by state/territory, locality, government/non-government; 2001 – 2003 10

Table 2.2: Number of AIEWs (and equivalent) who have completed or part-completed study towards a qualifi cation, by level of qualifi cation, Australia; 2001 – 2003 18

Table 2.3: Percentage of IESIP performance weighted targets (a) met, or improvements made, by MCEETYA priority area, Preschool sector, Australia; 2003 18

Chapter 3

Table 3.1: Distribution of Indigenous total school enrolments in organisations funded under IESIP, by category of provider; Australia 2003 24

Table 3.2: Indigenous students (a) by category of school, by year level, Australia; 2003 26

Table 3.3: Full-time Indigenous school enrolments by state/territory and sector; 2003 27

Table 3.4: Indigenous and non-Indigenous apparent grade progression ratios, Australia; 1999 – 2003 28

Table 3.5: Indigenous and non-Indigenous apparent retention rates, Australia; 1999 – 2003 29

Table 3.6: Indigenous apparent retention rates, by state/territory; 2003 30

Table 3.7: Reading and numeracy mean scores and standard deviation of Indigenous students in Queensland Department of Education schools – years 3, 5 and 7; 2000 – 2003 37

Table 3.8: Percentage of Indigenous students in Western Australian schools who demonstrate achievement within one standard deviation of the population mean of the statewide assessment program in reading and numeracy; 2001 – 2003 39

Table 3.9: Numbers of students participating and being assessed in the ESL-ILSS programme and achieving ESL Oral Scale Level 1; 2001 – 2003 40

Table 3.10: Comparative absence distribution of ESL-ILSS students who achieved, and did not achieve, ESL Oral Level 1; 2003 (a) 41

Table 3.11: Age progression (a) for Indigenous and non-Indigenous students in NSW, ages 15 to 19 and percentage point differences between Indigenous and non-Indigenous outcomes; 2001 – 2003 46

Table 3.12: Number and proportion of Indigenous staff employed in government schools, by employment category, Australia; 2001 – 2003 48

Table 3.13: Number and proportion of Indigenous staff employed in Catholic systemic schools, by employment category, Australia; 2001 – 2003 49

Table 3.14: Number of AIEWs in government and Catholic systemic schools (a), Australia; 2001 – 2003 49

Table 3.15: Number of AIEWs undertaking professional development leading to formal qualifi cations, by government/Catholic sector, Australia; 2001 – 2003 50

Table 3.16: Percentage of IESIP performance weighted (a) targets met, or improvements made, by

MCEETYA priority area, Schooling sector, Australia; 2003 54

Chapter 4

Table 4.1: Percentage of Indigenous students enrolled at the AQF Certifi cate III level and above and the percentage point gap between Indigenous and non-Indigenous enrolments; state/territory; 2001 – 2003 62

Table 4.2: Number and proportion of commencing Indigenous New Apprentices and all New Apprentices in training; 2000 – 2003 64

Table 4.3: Indigenous New Apprentices in training by level of study; 2000 – 2003 64

Table 4.4: Proportion of total qualifi cations completed by Indigenous students, by AQF level; 2001, 2002 and 2003 67

Table 4.5: Employment outcomes for 2002 VET graduates 70

Table 4.6: Percentage of Indigenous and non-Indigenous students who reported positive outcomes from their TAFE training; 2003 70

Table 4.7: Numbers of New Apprenticeships completions by Indigenous students, by level of qualifi cation; 2000 – 2003 71

LIST OF TABLES

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Table 4.8: Number and estimated (a) full time equivalent Indigenous employees in state and territory VET systems, by employment category; 2001 – 2003 73

Table 4.9: Number and full time equivalent Indigenous employees in non-government VET institutions, by employment category; 2001 – 2003 73

Table 4.10: Percentage of IESIP performance weighted targets (a) met, or improvements made, by MCEETYA priority area, VET sector, Australia; 2003 76

Chapter 5

Table 5.1: Numbers of commencing students, Indigenous and domestic, by state and territory; 2002 and 2003 and percentage change 86

Table 5.2: Number of all students, Indigenous and domestic, by state and territory; 2002 and 2003 and percentage change 87

Table 5.3: Apparent retention rate, Indigenous and non-Indigenous, and Indigenous retention rate, Australia; 1997 – 2003 88

Table 5.4: Student progress rate, Indigenous and non-Indigenous, and Indigenous success rate, Australia; 1997 – 2003 89

Table 5.5: Number and proportion of award course completions by Indigenous students, by level of course, Australia; 1997 – 2002 92

Table 5.6: Number and proportion of staff, by academic and all staff, by Indigenous, non-Indigenous and total, Australia; 2000 – 2003 98

Table 5.7: Number of Indigenous and non-Indigenous staff, by function, Australia; 2000 and proportion of Indigenous to total staff; 2002, 2003 99

Chapter 6

Table 6.1: Distribution of IESIP Away-From-Base funds; 2000 – 2003 107

Chapter 7

Table 7.1: Total IESIP funding by government and non-government recipients, by state/territory; 2003 116

Table 7.2: Number of students approved for ATAS individual and small group tuition, by gender

and state/territory; 2003 117

Table 7.3: Number of institutions involved in ATAS tuition during school hours, by state/territory, 2003 117

Table 7.4: Number of ATAS homework centres, by state/territory; 2003 118

Table 7.5: Number of ASSPA committees and expenditure, by state/territory; 2003 118

Table 7.6: Number of VEGAS projects and expenditure, by state/territory; 2003 (a) 119

Table 7.7: Total IESIP funding to individual government and non-government recipients, by state/territory; 2003 120

Appendices

Preschool statistical tables

Table A2.1: Number of Indigenous children by age, by source of data; Australia 143

Table A2.2: Number of preschools, total enrolments and total Indigenous enrolments reported in the 2003 National Indigenous Preschool Census 143

Table A2.3: Number of Indigenous enrolments in government and non-government preschools, by state/territory and location; 2001, 2002 and 2003 144

Table A2.4: Number of Indigenous preschool enrolments by gender, by state/territory, and location; 2001, 2002 and 2003 144

Table A2.5: Number of Indigenous preschool enrolments, by age group, state/territory and location; 2003 145

Table A2.6: Number of Indigenous preschool enrolments, by state/territory and location; 2001, 2002 and 2003 145

Table A2.7: Sessions attended per week by Indigenous students, and change in sessional attendance, by state/territory and location; 2002 and 2003 146

Table A2.8: Number of Indigenous staff by level of qualifi cation, Indigenous and non-Indigenous controlled preschools, and change, Australia; 2001 and 2003 146

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Appendices (continued)

School statistical tables

Table A3.1: Indigenous and non-Indigenous primary school enrolments, by government/non-government sectors, Australia; 1999 – 2003 148

Table A3.2: Indigenous and non-Indigenous secondary school enrolments, by government/non-government sectors, Australia; 1999 – 2003 149

Table A3.3: Indigenous and non-Indigenous apparent retention rates to Years 10, 11 and 12, by government/non-government sectors, Australia; 1999 – 2003 150

Table A3.4: Indigenous apparent grade progression ratios and the percentage point gap between Indigenous and non-Indigenous ratios; Australia, 1999 – 2003 151

Table A3.5: Indigenous and non-Indigenous apparent grade progression ratios, by state/territory; 2003 151

Table A3.6: Indigenous apparent retention rates, and the percentage point gap between them and non-Indigenous rates; Australia, 1999 – 2003 151

Table A3.7: PISA 2000 test results – means and standard deviations for Indigenous and non-Indigenous students in three academic areas, by geographic location 152

VET statistical tables

Table A4.1: Number of Indigenous VET students, by provider type; Australia, 1999 – 2003 153

Table A4.2: Total Indigenous VET enrolments by level of programme; Australia, 2001 – 2003 153

Table A4.3: Proportions of Indigenous VET enrolments by AQF course level; 2001 – 2003 153

Table A4.4: Number of Indigenous VET students enrolled at the AQF Certifi cate III and above levels, by state/territory; 2001 – 2003 154

Table A4.5: Distribution of Indigenous and non-Indigenous VET enrolments by major fi eld of education; 2002 and 2003 154

Table A4.6: Average annual hours and total number of hours undertaken by Indigenous and non-Indigenous VET students; 1999 – 2003 154

Table A4.7: Highest level of schooling completed by Indigenous and non-Indigenous VET students; 2003 155

Table A4.8: Age distribution (a) of Indigenous and non-Indigenous VET students; 2003 155

Table A4.9: Home location of Indigenous and non-Indigenous VET students by region; 2003 155

Table A4.10: Educational outcomes for Indigenous and non-Indigenous VET students undertaking basic literacy and numeracy modules/competencies, all education providers; 2003 156

Table A4.11: Educational outcomes for Indigenous VET students in all modules/competencies; 1999 – 2003 156

Higher education statistical tables

Table A5.1: Commencing and All Indigenous students by state/territory, institution and gender; 2003 158

Table A5.2: Award course completions for Indigenous students by state, institution and broad level of course; 2002 160

Table A5.3: Commencing and All Indigenous students by level of course and broad fi eld of education; 2003 162

Table A5.4: Number (a) and proportion of Indigenous higher education students by broad fi eld of education, 2001, 2002 and 2003 (b) 164

Table A5.5: Number of commencing and all Indigenous students, by level of course, Australia; 2001 – 2003, and percentage change 2001 – 2003 164

Table A5.6: Proportion (percentage) of all Indigenous to all domestic student numbers, by level of course, Australia; 2001 – 2003 164

Table A5.7: Number of award course completions by (a) Indigenous and (b) domestic students and (c) proportion of Indigenous to domestic award course completions, by level of course; Australia 1997 – 2002 165

Table A5.8: Number of award course completions by Indigenous students, by fi eld of education, Australia; 1997 – 2002 165

Table A6.1: Numbers of Indigenous and Domestic students, Commencing and All, by gender, 1994 – 2001 and 2001 – 2003 (a) 167

Table A6.2: Change in numbers of Indigenous and Domestic students, Commencing and All, by gender, Australia 1994 – 2003 168

LIST OF TABLES

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Chapter 2Figure 2.1: Percentage of Indigenous and non-Indigenous preschool students assessed as being ready for entry to

school in literacy by independent, and government sectors, Australia; 2001 – 2003 13Figure 2.2: Percentage of Indigenous and non-Indigenous preschool students assessed as being ready for entry to

school in numeracy, by independent and government sectors, Australia; 2001 – 2003 14Figure 2.3: Number of Indigenous and non-Indigenous staff in Indigenous controlled and non-Indigenous

controlled (a) IESIP funded preschools, Australia; 2001 – 2003 16Figure 2.4: Number of Indigenous preschool staff by employment category, Australia; 2001 – 2003 17

Chapter 3Figure 3.1: Average attendance rates for Indigenous and non-Indigenous primary school students, by individual

government and Catholic systems; 2003 31Figure 3.2: Average attendance rates for Indigenous and non-Indigenous secondary school students, by individual

government and Catholic systems; 2003 32Figure 3.3: New South Wales – proportion of Indigenous students in the lowest level of reading and numeracy

achievement (of 4, 5 or 6 levels) 33Figure 3.4: Victoria – proportion of Indigenous students in the lowest of four levels of achievement – reading

and numeracy 36Figure 3.5: South Australia – proportion of Indigenous students in the lowest level of achievement (of 5 or 6 levels)

– reading and numeracy 37Figure 3.6: Northern Territory – proportion of Indigenous students in the lowest of fi ve levels achievement

– reading and numeracy 38Figure 3.7: Australian Capital Territory – proportion of Indigenous students in the lowest of four levels of

achievement in reading and numeracy 40Figure 3.8: Percentage of students achieving a Year 12 certifi cate in 2003 (as a percentage of students who

commenced Year 11 in 2002), government and Catholic systems combined, by state and territory; 2003 43Figure 3.9: Percentage of Indigenous students achieving a Year 12 certifi cate (as a percentage of students who

commenced Year 11 in the previous year), government and Catholic systems; 2001, 2002 and 2003 43

Chapter 4Figure 4.1: Number of Indigenous VET students, by provider type; 1999 – 2003 59Figure 4.2: Highest level of schooling completed by Indigenous and non-Indigenous VET students (a); 2003 63Figure 4.3: Educational outcomes for Indigenous and non-Indigenous students undertaking basic literacy and

numeracy modules/competencies, all education providers; 2003 66Figure 4.4: Educational outcomes for Indigenous students in all modules/competencies; 1999 – 2003 66

Chapter 5Figure 5.1: Number of Indigenous students, commencing and all, by gender, Australia; 1992 – 2001 and 2001 – 2003 (a) 84Figure 5.2: Access rates of Indigenous students, Australia; 1997 – 2003 85Figure 5.3: Participation rates of Indigenous students, Australia; 1997 – 2003 88Figure 5.4: Number of Indigenous students, by fi eld of education, Australia; 2001 – 2003 90Figure 5.5: Number of all Indigenous students, by level of course, Australia; 2001 – 2003 90Figure 5.6: Number of award course completions by Indigenous students, by level, Australia; 1997 – 2002 92Figure 5.7: Percentage of Indigenous and non-Indigenous graduates in full time employment (from among those

available in full time employment) in the fi rst three months after graduation, Australia; 1998 – 2003 93Figure 5.8: Overall satisfaction levels of Indigenous and non-Indigenous bachelor degree graduates with the quality

of their completed course, Australia; 2003 93AppendicesFigure A6.1 Proportion of Indigenous to domestic commencing students by gender, Australia; 1994 – 2001 and

2001 – 2003 168Figure A6.2 Proportion of all Indigenous to all domestic students by gender, Australia; 1994 – 2001 and 2001 – 2003 169Figure A6.3 Proportion of commencing and all Indigenous students, by level of course and gender, Australia; 2003 169Figure A6.4 Number of bachelor degree level completions by Indigenous students, by gender, Australia 170Figure A6.5 Proportion of Indigenous female staff to total female staff and total staff and Indigenous male staff

to total male staff and total staff, Australia; 2000 – 2003 171

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Executive SummaryThe National Report to Parliament on Indigenous Education and Training for 2003 enables the Minister for Education, Science and Training to report to each House of the Australian Parliament according to Section 17A of the Indigenous Education (Targeted Assistance ) Act 2000. It is the third in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training and discusses issues under the major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP).

Interspersed through this report is a series of case studies highlighting the activities of nine Indigenous controlled independent education providers and one government school. Their stories give insights into how they are meeting the needs of their communities, what they do best, why they are special and how they are achieving good outcomes for their students.

Indigenous Education Strategic Initiatives Programme reporting

In 2003 the Indigenous Education Strategic Initiatives Programme (IESIP) provided supplementary funding to more than 200 preschools, schools, vocational education and training (VET) organisations and education systems, in both the government and non-government sectors. Education providers in receipt of IESIP funding report against outcomes in eight priority areas. For each year of the funding quadrennium (2001-2004), targets are established against performance indicators in the priority areas and providers submit an annual performance report detailing their outcomes against these indicators and targets.

Developments in Indigenous education and training in 2003

Four priority areas of the AEP relate to improving access and participation, educational outcomes and Indigenous involvement in education. The major developments in these areas for Indigenous people in the preschool, school, VET and higher education sectors in 2003 are outlined below.

Equality of access and equity of participation in 2003

Enrolments

• There was a 21.8% increase in Indigenous preschool enrolments between 2001 and 2003 that featured a marked increase in enrolments in urban areas and a slowing of the increase in rural enrolments. The rise in remote area enrolments in 2002 reflected definitional changes in Western Australia in particular, and was followed by a decline in 2003 as numbers stabilised following the new arrangements.

• Indigenous school enrolments increased between 2001 and 2003. Pre Year 1 enrolments were up by 26.6%, primary school enrolments up by 6.5%, and secondary enrolments up by 14.5%. Contributing to this was an increase in Year 12 enrolments to 3,050 students which has led to a best ever Year 12 apparent retention rate of 39.1%.

• Record numbers of Indigenous students were enrolled in the senior years of schooling in Queensland, WA and the NT. Queensland accounted for 42.7% of all Year 12 Indigenous students.

• In 2003 there was a decline in the number of Indigenous VET students for the first time since the 1990s. Between 2002 and 2003 the total number of Indigenous students fell from 59,763 to 58,087 (down 2.8%) which was the result of a sharp decline in the government sector.

• Strong growth in the number of Indigenous people participating in New Apprenticeships and traineeships was evident in 2003. The proportion of Indigenous commencements (2.8%) indicates a sharp increase on the 2002 figure of 2.3% while the increase of 1,690 students is the biggest in one year. Similarly the overall Indigenous participation rate in New Apprenticeships of 2.1% is up on the 2002 outcome of 1.9%.

• In 2003 the total number of Indigenous university students increased by 117 (1.3%) to 8,988, however the number of commencing Indigenous students decreased by 3.2% (135 students) to 4,111. Indigenous males were the biggest influence in the decline in commencing student numbers, falling by 99 (6.1%) while the number of Indigenous female students declined by 36 (1.4%).

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• Between 2001 and 2003 enrolments of Indigenous students in higher degrees have increased by 25.6% while bachelor degree level enrolments have increased by 11.2%. Lower level course enrolments, that is other undergraduate award and enabling course enrolments, decreased by 22.5% and 11.7% respectively during the period.

• The proportion of Indigenous university students at the bachelor level continues to improve. Over the past six years the proportion has increased from 52% to 63%.

Attendance and retention

• Two thirds of Indigenous-controlled preschools reported Indigenous attendance rates of 80% or higher, and in a quarter of these preschools, Indigenous attendance rates were higher than their non-Indigenous counterparts.

• Overall attendance rates in government primary schools in 2003 were similar to 2002 but not quite as good as 2001 while in Catholic systemic primary schools attendance rates were generally up in 2002 and the 2003 results did not match them.

• In government secondary schools there has been a slight overall decline in attendance rates since 2001 while in Catholic systemic secondary schools the 2003 results tended to be better than 2002 but not as good as 2001.

• There has been a slight but continuous improvement in Indigenous apparent retention rates across most year levels in 2003 with three of the four at their highest level ever. Against that, three out of four grade progression ratios regressed in 2003.

• The higher education apparent retention rate of 61% for 2003 is similar to recent years however the gap between Indigenous and non-Indigenous results of 19 percentage points did not quite match the 2002 result of 18 percentage points.

Equitable and appropriate educational outcomes

Literacy and numeracy

• In independent preschools literacy and numeracy outcomes were similar for Indigenous and non-Indigenous children. Around 90% of both groups displayed readiness for school in these areas at the end of preschool in 2003. In the government sector the measure of Indigenous

children’s readiness for schooling, both in terms of literacy and numeracy, declined between 2001 and 2003.

• 73% of English as a Second Language – Indigenous Language Speaking Students (ESL-ILSS) were assessed as having achieved the desired standard of Level 1 English in oral interaction at the end of 2003 which is about the same as the 2002 result.

• Little overall improvement in reading is apparent at any of the year levels (Years 3, 5, 7) in most of the states or territories. The numeracy results are more encouraging. The overall picture is one of a steady situation with little significant change.

• In 2003 about 50% of literacy IESIP targets for schools were met, while an additional 13% of targets were not met but the results were better than 2002. In addition, 54% of numeracy targets were met with 13% of targets not met but were better than the 2002 result.

• There were improvements in literacy and numeracy outcomes in the VET sector where the module/competency completion rate in the government systems of 55.6% was up from 49% in the previous two years, and the non-government rate of 54.7% compared well to the non-Indigenous rate of 59.0%. Almost half of the IESIP literacy and numeracy targets in the VET sector were met.

Educational outcomes

• Record numbers of Indigenous students in Queensland schools (more than 1000) met the requirements for a Year 12 Certificate in 2003.

• Year 12 outcomes for NT and Victoria were the best ever. The results from NSW, SA and WA show a stable situation indicating little movement in either direction, while in Tasmania the success rate is considerably down on previous years.

• In the VET sector there was a slight increase in the overall Indigenous module/competency completion rate to 68.8%, continuing the positive trend of the past five years. This compares to a non-Indigenous rate of 81.7%.

• There was an increase in the number of New Apprenticeship course completions at higher levels in 2003 so that overall, 48.9% of completions (1,350) were in the IESIP target group of AQF Certificate III or higher. This is the best result to date both in terms of number and proportion.

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• The steady growth in the number of Indigenous students completing New Apprenticeships continued in 2003. The number of course completions (2,760) is the highest annual number yet recorded.

• There were 1,128 award course completions by Indigenous university students in 2002 which represents a 7.2% increase over the number of course completions in 2001. There was, however, no progress towards Indigenous students attaining the same graduation rates as other Australians.

• 65% of all course completions by Indigenous students in 2002 were at bachelor degree level. It is at this level where the greatest increases in course completions have occurred – 17.5% between 2001 and 2002 and 23.8% between 1997 and 2002.

• The take-up rate of Indigenous university graduates into full time employment (83.8%) was higher than the non-Indigenous rate (80.0%) in 2003.

• Starting salaries for Indigenous graduates at the bachelor level in 2003 were higher than those of non-Indigenous graduates. Their average starting salary of close to $39,300 was above the overall non-Indigenous average of $37,745.

Developments in Indigenous infl uence, involvement and presence in 2003

In this report, the four priority areas of involvement of Indigenous parents and communities in decision making, Indigenous employment, professional development of staff involved in Indigenous education and training and culturally-inclusive curricula have been combined under the heading of Indigenous influence, involvement and presence. Progress in these areas contributes to improvements in outcomes for students at all education levels. The main developments in 2003 are outlined below.

Involvement of Indigenous people in decision-making

• Indigenous involvement in decision-making in Indigenous controlled preschools was maintained at a high level in 2003 with about 90% in committees relating to Indigenous specific issues and 86% in committees relating to general issues. In other independent preschools, Indigenous involvement in both kinds of committees dropped slightly between 2002 and 2003 however in both instances, the 2003 result was above that for 2001.

• Non-government VET providers, and particularly Indigenous controlled organisations, had very high levels of representation in 2003. Two of the larger government systems, however, reported that there was no longer Indigenous representation on state boards of management where previously there had been.

• In 2003, close to half of all higher education institutions reported Indigenous involvement in high level decision-making bodies, compared to a third in 2002 and a quarter in 2001. Currently some 15% of institutions have an Indigenous representative on a Vice-Chancellor’s committee while almost all have an Indigenous Advisory Committee.

• An Indigenous Higher Education Council (IHEAC) will be formed to provide policy advice to the Minister and DEST on the participation, progression and retention of Indigenous people in both study and employment. It will also make recommendations to the Minister for awards under the Indigenous Staff Scholarships Programme.

Employment of Indigenous people

• Numbers of Indigenous employees in IESIP funded preschools dropped slightly between 2002 and 2003 from 387 to 383. The proportion of Indigenous to total staff in 2003 was 13% which compares well with the proportion of Indigenous students at close to 12%.

• There was a small increase in the overall numbers of Indigenous employees in both the government and Catholic school systems and especially in the number of Indigenous teachers. There was, however, a fall in the number of AIEWs employed throughout Australia to 2,178 – the lowest number for the current quadrennium.

• An overall decline in the number of Indigenous people employed in most government VET systems was evident between 2002 and 2003. During this time there was a decline in the number of Indigenous people in the teaching and other professional category from 452 to 375 (a fall of 17.0%).

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• There was a substantial increase in non-government VET institutions in both the number of Indigenous employees and in their full time equivalent employment between 2002 and 2003. The number of Indigenous teaching and other professional staff increased to an all time high as did the number and full time equivalence of ‘Other staff ’.

• The number of Indigenous staff in higher education institutions increased over the period 2000–2003 by 22% including an increase in Indigenous academic staff numbers (up by 29%). While this represents good progress, the number of Indigenous staff continues to be small relative to all staff numbers (0.75%) and the proportion of Indigenous students (1.2%).

Professional development of staff

• Of the 78 independent preschools, 34 increased the level of professional development undertaken by their Indigenous teachers between 2001 and 2003; 15 decreased and 29 reported a relatively stable situation.

• In 2003, 62% of professional development targets for schools were achieved including a substantial increase in the number of AIEWs enrolled in higher level courses of study.

• More than half of IESIP professional development targets for VET were achieved while an additional 16% of targets improved over the 2002 outcome.

Culturally inclusive curricula

• In 2003 more than two thirds (68%) of IESIP targets set for all providers in the VET sector in this area were met which is considerably better than 2002 outcome of 57%.

• Indigenous language courses are conducted in 10% of universities with more in the process of planning such courses. Programs range from the teaching of Indigenous languages and linguistics, studies of Aboriginal languages to the implementation of an Indigenous language centre. Some courses are a combination of culture and language.

• About 80% of universities are working towards having Indigenous perspectives in select units as well as supporting cultural inclusivity in all academic units and programs. The ‘Indigenising of curricula’ is seen as a priority in some institutions whereby they are actively encouraging and supporting faculties.

Improvements and progress against IESIP targets

In all three education sectors IESIP funded providers met over half of their targets in 2003 and in numerous other cases, improved over the 2002 performance without meeting the target. The overall 2003 results for the preschool sector were very similar to those for 2002 (58% targets achieved and 11% improvement over the previous year). In the schooling sector the overall results in 2003 were not quite as good as 2002 when 53% of targets were met and 24% improved, while the VET sector results are better than 2002 (48% targets achieved and 15% improved performance over 2001). The following table shows the 2003 results.

Percentage of IESIP performance weighted (a) targets met, or improvements made, by education sector; Australia, 2003

Education Sector Targets met (%)

Targets not met but

improvement made on

2002 (%)

Total of targets met

and improvements

made (%)

Preschool 62.1 8.3 70.4

School 57.1 11.6 68.7

VET 51.4 19.7 71.1

Source: DEST - IESIP performance reports; 2003

(a) Reported outcomes have been aggregated across all providers and weighted to compensate for the fact that providers have different numbers of targets in each area, and different numbers of Indigenous students (refer to Section 1.4.3).

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Gaps in Indigenous education and training

This and previous National Reports to Parliament on Indigenous Education and Training have provided a picture of Indigenous education in Australia that indicates success and well grounded progress in some areas, patchy or uneven progress in others while in some instances there has been backward movement. Also what can appear on the surface to be better results may not necessarily result in the gap between Indigenous and non-Indigenous outcomes being narrowed.

Accelerating Indigenous educational outcomes is a key element in the Australian Government’s national agenda for schooling and closing the education divide between Indigenous and non-Indigenous Australians remains one of its highest education priorities. Central to achieving these aims are improvements in attendance and mastery of basic literacy and numeracy skills.

Attendance

Regular attendance is a key condition for improvement of educational outcomes for Indigenous students. In the preschool sector there are signs that Indigenous children are attending more frequently. This is indicated by a substantial increase in the number of children attending for six or more sessions per week - up by 32% during the period 2001-2003, and a decrease in the proportions attending for five or less sessions. This is a positive development, particularly for remote preschools, as it provides better preparation for going to primary school. In 2003, 68% of Indigenous-controlled preschools reported Indigenous attendance rates of 80% or higher, and, in 27% of the Indigenous controlled preschools, Indigenous attendance rates were higher than their non-Indigenous counterparts.

Primary school attendance rates are generally higher than those for secondary school. Overall attendance rates in government primary schools in 2003 were similar to 2002 but not quite as good as 2001 while the gaps between Indigenous and non-Indigenous rates indicate an overall decline, albeit a small one, since 2001. In Catholic systemic primary schools attendance rates were generally up in 2002 and the 2003 results did not match them. In some cases the decline in Indigenous rates was matched by a decline in non-Indigenous rates so that the gaps between the two groups remained relatively constant.

In government secondary schools there was a slight overall decline in attendance rates since 2001 which is also reflected in the extent to which the gaps between Indigenous and non-Indigenous rate decreased. The number of systems showing decline slightly outweighs those showing improvement. In Catholic systemic secondary schools the 2003 results were better than 2002 but not as good as 2001. Improvements both in the rate and in closing the gap were reported in four systems between 2002 and 2003 while they declined in three. Compared to 2001 the 2003 results were down both in the overall performance and in the closure of the gaps.

Literacy and numeracy

At the preschool level the data indicates signs of decline in Indigenous students’ readiness for schooling in terms of literacy and particularly numeracy awareness and understandings, particularly in the government sector. IESIP data suggested that literacy readiness and numeracy readiness rates declined over 2001 to 2003, and the gaps between Indigenous and non-Indigenous outcomes appeared to have widened.

There appears to be little significant improvement in reading at any of the year levels (Years 3, 5, 7) covered by the national benchmarks in most of the states or territories but the numeracy results are more encouraging. The overall picture is one of a steady situation with little significant change.

The national VET module/competency completion rate for literacy and numeracy in government systems in 2003 was 55.6% which is considerably better than 49% recorded in both 2001 and 2002. Compared to other VET providers Indigenous controlled organisations have indicated the best progress in literacy and numeracy in recent years. In 2003, however, the completion rate of 57.5% was down considerably on the results for 2000 and 2001 but still above the overall national Indigenous rate of 54.7%.

The overall Indigenous completion rate in literacy/numeracy in VET of 54.7% is an improvement over 2002 and compares favourably with the non-Indigenous rate of 59.0%. The gap between the Indigenous and non-Indigenous outcomes of 4.3 percentage points is the best result over the past five years.

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Other educational outcomes

Indigenous school students have lower retention and completion rates however there was a slight but continuous improvement in Indigenous apparent retention rates across most year levels in 2003 with three of the four at their highest level ever. Against that, three out of four grade progression ratios regressed in 2003.

Year 12 enrolments are at record levels as is the Year 12 apparent retention rate of 39.1%. Indigenous enrolments at Year 12 have increased by 63% between 1997 and 2003 in an encouraging trend. There were record numbers of Indigenous students in their senior years of schooling in Queensland, Western Australia and the Northern Territory with record numbers of Indigenous students in Queensland schools meeting the requirements for a Year 12 Certificate.

In the VET sector enrolments have declined for the first time in more than a decade. On the positive side there was a slight increase in the overall Indigenous module/competency completion rate. There is strong growth in Indigenous participation in New Apprenticeships and a continuation of the steady growth in the number of Indigenous students completing New Apprenticeships. Course completions in 2003 (2,760) is the highest annual number yet recorded and almost half of these were in the IESIP target group of AQF Certificate III or higher.

The trend towards increased numbers of Indigenous students enrolling at bachelor degree and higher degree levels continued in 2003, with the gap between Indigenous and non-Indigenous students closing slightly at these levels.

Conclusions

2003 was a year when there were numerous encouraging movements in Indigenous education. There were positive outcomes reported on many of the key indicators of progress at all levels of education. Enrolments are up in most sectors, retention is improving and senior secondary outcomes are also improving. More Indigenous students are completing courses and when they do, the employment outcomes tend to be quite positive although the less favourable outcomes for Indigenous males compared to Indigenous females remains a concern.

As in 2002 there are positive results coming from the areas covered by Indigenous influence, involvement and presence although the employment of Indigenous people in education varies considerably and there appears to be movement between the government and non-government sectors without there being much of an overall increase.

The considerable gaps between Indigenous and non-Indigenous outcomes remain and progress at closing them is not happening as fast as what is needed. The rate at which change is happening needs to quicken.

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Wunanbiri PreschoolRedfern, NSW Servicing the inner city

The Wunanbiri team is willing to, and has done so in the past, make many sacrifices to assure that the preschool service will continue to operate.

Wunanbiri Preschool has been running for almost 25 years servicing the inner city Aboriginal community. We began as a breakfast program with the Sisters of Mercy in Surry Hills providing basic nutrition for the children and soon after, an after-school program began as well as a Saturday school program which taught remedial reading. From these activities grew the idea of providing an education service for the inner city Aboriginal people with a focus on early childhood education. In 1980 the preschool was officially opened and eventually became incorporated in 1988.

Wunanbiri has enrolments of up to 39 children, with a majority of these children being Aboriginal, although positions are open to all children. The aim of Wunanbiri preschool is to provide high quality care and education to all the children who are enrolled in the preschool. We aim to provide our children with an environment that will enhance:

• Aboriginal culture, including art, music and stories

• the individuality of each child

• each child’s creative and intellectual abilities

• active involvement

• and foster a sense of community within the service.

Wunanbiri preschool staff have always aimed to be nurturing, sensitive and committed to the well-being of the children and families at the Centre. We aim to employ staff of Aboriginal origin or those who possess an understanding of Aboriginal families and communities. Currently 80% of the staff within the preschool are Aboriginal, and of those, one who will soon be in the position of Teacher/Director. The management committee is also approximately 50% Aboriginal. There are also two more Aboriginal staff studying to gain early childhood qualifications.

Since Wunanbiri’s beginnings the service has become an integral part of the community with both formal and informal links throughout the community. There are regular visits from the local Aboriginal Medical and Dental Service, Central Sydney Area Health Service, Australian Hearing and many other local early childhood services. We have many students from across NSW visit our service regularly and we also provide opportunities for students to have practicums at the preschool - this we believe encourages wider community awareness of Aboriginal people and the Aboriginal culture.

One of Wunanbiri’s most important roles has always been to meet the needs of the community and families. We feel we continue to achieve this by being flexible and always being able to adapt with the changing situations around us. Wunanbiri continuously reaches out to the community by holding events that are very inclusive, by having an open door policy and by making the environment that we work in a welcoming one and very family orientated.

Wunanbiri is unique and has been fortunate in that we have always had a committed group of people working in the preschool which gives it a strong foundation. The Wunanbiri team is willing to, and has done so in the past, make many sacrifices to assure that the preschool service will continue to operate.

Wunanbiri’s success is indicated by high enrolments and retention rates, dedicated staff and strong community connections. We aim to provide children with a program that is developmentally and culturally appropriate, where children’s self-esteem is fostered and experiences are provided to enhance children’s readiness into the school system.

Wunanbiri’s ongoing commitment to supporting both families and staff throughout the years has made it the service that it is today. Many generations of families have come through Wunanbiri over the years and are always very supportive of the preschool and programs or events that we run. The continued support of staff has enabled more Aboriginal people not only to get back into the workforce but encouraged many to gain formal qualifications which will enable the pre-school to provide the best service it can.

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1



Reporting on Indigenous Education and Training

1.1 PurposeThis is the third in the series of annual reports by the Australian Government Minister for Education, Science and Training to the Australian Parliament on Indigenous education and training. It tracks outcomes during 2003, and builds on the information available over previous years to consider progress towards equality in outcomes for Indigenous Australians with non-Indigenous Australians.

The report has been developed in accordance with the provisions of the Indigenous Education (Targeted Assistance) Act 2000. Section 17A of the Act stipulates that:

As soon as practicable after the end of each funding year, the Minister must cause a report dealing with the following, in relation to that year, to be laid before each House of the Parliament:

a) performance information, in relation to each state and territory and in relation to the government and non-government sector, contained in the National Report on Schooling in Australia;

b) information relating to Indigenous students contained in any reports of the Ministerial Council for Education, Employment, Training and Youth Affairs;

c) progress of the National Indigenous English Literacy and Numeracy Strategy;

d) the number of Indigenous enrolments in the preschool sector;

e) the Year 10 and Year 12 retention rates for Indigenous students;

f) the number of Indigenous enrolments in post-compulsory education and training;

g) the number of Indigenous students completing post-compulsory education and training;

(h) payments made under agreements made under this Act, including totals of such payments in relation to each state and territory and in relation to the government and non-government sector.

1.2 Provision of education and training for Indigenous Australians

While this is a report to the Australian Parliament, the provision of education and training for Indigenous Australians is a shared and cooperative one – different levels of government and non-government authorities and stakeholders carry out the roles and responsibilities.

The outcomes reported in the following chapters need to be understood in the context of the roles and responsibilities for administering, funding and determining the objectives of education and training in the different sectors. This chapter outlines the provision of education and training in Australia. The chapters that follow on preschools, schools, vocational education and training (VET) and higher education provide detailed information on the provision by each sector of education and training for Indigenous people, including the nature and number of providers and funding.

1.2.1 Governments working together

Under the Australian Constitution, education is a responsibility of the state and territory governments. Before 1967 the Australian Government could not legislate in relation to Australia’s Indigenous people. However, the 1967 referendum changed the Australian Government’s constitutional powers, enabling legislation specific to Indigenous Australians. The Australian Government has since undertaken significant initiatives to improve outcomes in Indigenous education.

CH

AP

TE

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The Australian and state and territory governments work together to ensure the provision of education and training. At the highest level is the Council of Australian Governments (COAG), the peak inter-governmental forum in Australia, which comprises the Prime Minister, State Premiers, Territory Chief Ministers and the President of the Australian Local Government Association (ALGA). COAG’s role is to initiate, develop and monitor the implementation of policy reforms which are of national significance and which require cooperative action by Australian governments. Included in COAG’s priorities is Indigenous education and training.

The services provided by Australian government portfolios such as health, housing and community services impact on Indigenous education and training outcomes but are not formally part of Australia’s education and training system. Improving service delivery across governments portfolios should help to improve Indigenous outcomes. COAG has commenced a series of trials to promote a whole of government approach to providing more flexible programmes and services for Indigenous people (see map). Details of the Murdi Paaki trial, which is being led by the Department of Education, Science and Training (DEST), are included in Chapter 6, National Programmes.

In the areas of education and training, two councils of the Australian and State and Territory Ministers facilitate consultation and cooperation between governments – Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in relation to education, and the Australian National Training Authority Ministerial Council (ANTA MINCO) in relation to VET. In their respective sectors, these councils initiate, develop and monitor policy reform and take action in the resolution of issues that arise between governments.

MCEETYA coordinates strategic educational policy at the national level, develops national agreements on shared objectives and interests, and negotiates the scope and format of national reporting on the performance of school systems in achieving the National Goals of Schooling in the Twenty-first Century. As members of MCEETYA, all Australian governments have committed to working together to improve Indigenous education and training outcomes. The National Report to Parliament on Indigenous Education and Training, 2002 notes the priorities and growing commitment of MCEETYA to Indigenous education (in Appendix 2).

MCEETYA established the Taskforce on Indigenous Education, Employment, Training and Youth in 2002. This taskforce has had a major influence on MCEETYA directions for Indigenous education and training.

The ANTA MINCO comprises the Australian, State and Territory Ministers with responsibility for vocational education and training. It determines strategic policy and sets national objectives and priorities for the VET sector. It is also responsible for approving funding for state and territory training systems based on the performance of the jurisdictions in meeting specific service delivery targets negotiated under the ANTA agreement.

1.2.2 Delivery of services and funding

Service delivery responsibility and funding arrangements can be complex in Australia’s federal system of government, and this is so in relation to the provision of education and training for Indigenous people.

In 1989 a new national policy to address concerns with Indigenous education was endorsed by all Australian state and territory governments and came into effect from 1 January 1990. This was the National Aboriginal and Torres Strait Islander Education Policy, which set out the goals for Indigenous Australians achieving educational equality with non-Indigenous Australians.

Within this context, the state and territory governments have a role in policy formulation and are the primary providers of education and training services for all Australians including Indigenous people, in government schools (preschool, primary and secondary) and VET institutes.

The Australian Government develops national policies and supports agreed priorities and strategies by supplementing the fiscal capacity of the states and territories to provide mainstream and specific education and training services for Indigenous people.

The Australian Government also contributes to the funding of non-government bodies to provide services. Non-government providers include independently operated schools and preschools, independent registered training organisations (RTOs) in the VET sector and universities in the higher education sector. The Australian Government is the primary funding source and policy developer for the higher education sector.

3



The major Australian Government funded programmes directed specifically towards Indigenous education and training include the Indigenous Education Strategic Initiatives Programme (IESIP), Indigenous Education Direct Assistance Programme (IEDA), National Indigenous English Literacy and Numeracy Strategy (NIELNS), Indigenous Support Funding Programme and ABSTUDY. Details of these programmes are in Chapter 6, National Programmes.

Chapter 7 reports on payments in 2003 under the Indigenous Education (Targeted Assistance) Act, 2000, and other payments in relation to Indigenous education and training.

1.3 The framework for this report

1.3.1 The National Aboriginal and Torres Strait Islander Education Policy

The National Aboriginal and Torres Strait Islander Education Policy, (AEP) continues to guide Australian and state and territory governments’ policies and programmes aimed at achieving equity in outcomes between Indigenous and non-indigenous Australians.

The AEP has four major goals:

1. Involvement of Aboriginal and Torres Strait Islander people in educational decision-making;

2. Equality of access to educational services;

3. Equity of educational participation; and

4. Equitable and appropriate educational outcomes.

Included under the major goals are twenty-one long term goals, which are shown at Appendix 1 of this report. The goals of the AEP have been legislated as the objects of the Indigenous Education (Targeted Assistance) Act 2000. Also included as an object of the Act is the development of culturally appropriate education services.

1.3.2 Framework for 2003 reporting

The reporting structure for previous National Reports to Parliament on Indigenous Education and Training used the IESIP reporting framework that evolved from MCEETYA’s deliberations on priorities for Indigenous education.

With the 2001–04 quadrennium now nearing completion, and a focus on outcomes becoming an increasing imperative, the current report is structured with a view to discussing progress against the guiding principles – the AEP goals, as well as culturally appropriate education services.

1.3.3 Indigenous infl uence, involvement and presence

Indigenous Australians have a critical role in accelerating progress towards the outcomes they want for their people in education and training. This can not be achieved without partnerships between all the stakeholders.

The four sectoral chapters of this report discuss progress of partnerships, in particular those in the areas most crucial to achieving equitable outcomes, namely decision-making processes affecting Indigenous students, parent and community participation in education programmes, and the employment and development of Indigenous staff.

1.3.4 Contextual infl uences on outcomes

A guiding principle in the current funding quadrennium has been to significantly reduce the gaps in outcomes between Indigenous and non-Indigenous Australians. The 2001 and 2002 National Reports to Parliament on Indigenous Education and Training described outcomes in relation to closure of gaps for particular groups of Indigenous Australians. The impediments and disadvantages that contribute to the gaps remain. They have been highlighted in the Steering Committee for the Review of Government Service Provision’s report, Overcoming Indigenous Disadvantage, Key Indicators 2003.

That report notes that the most significant disadvantages still impacting on Indigenous education and training include living in remote locations, having a first language that is not English, and having health problems such as otitis media and malnutrition. In considering this report it should be borne in mind that some of the comparatively poor educational results and outcomes for Indigenous Australians are influenced by factors not shared by most other Australians.

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1.3.5 Stories from Indigenous controlled education providers

Interspersed through the 2003 report is a series of ‘stories’ highlighting the activities of mainly Indigenous controlled independent education and training providers. They provide insights into how each provider meets the needs of their communities, what they do best, why they are special and how they are achieving good outcomes for their students.

The featured education providers range from the large and complex, such as some of the larger VET institutions, to small preschools. They are situated in a variety of locations across Australia – urban, rural and remote. The stories make a valuable addition to the report and provide inspiration to show that Indigenous organisations can and do offer quality education and training programmes.

1.4 Data used in this report

1.4.1 Data sources

Wherever possible the sources of data used in this report are official national collections. These provide information on enrolments, participation and educational outcomes in the four sectors, and in the case of schools, VET and higher education, data on staffing. IESIP performance reports also provide further quantitative and qualitative data.

The sectoral chapters of this report provide more detailed information on data sources, as these differ across the sectors and influence the comprehensiveness of reported outcomes. They also point out some limiting factors in the data and provide advice on interpretation.

1.4.2 IESIP performance reports

Education and training providers receiving IESIP funding are required to report annually to DEST on performance indicators concerned with Indigenous students’ enrolments; literacy and numeracy; educational outcomes; Indigenous employment and staff development; Indigenous involvement in education management boards/ committees; and the provision of culturally inclusive curricula. Table 1.1 shows the number of IESIP funded education providers in 2003.

Because IESIP data is not subject to external review or validation, there is a need for some caution when interpreting the data. It should also be noted that not all providers report against each IESIP performance indicator, and that care must be taken when comparing small numbers of students as the numbers are subject to substantial fluctuations which affect the reliability of the data. There is further need for caution because at the time of preparing this report some data from providers was not available.

1.4.3 Reporting IESIP targets

Each preschool, school and VET provider that receives IESIP funding has an Indigenous Education Agreement (IEA) with the Australian Government. These agreements require providers to set targets for continuous improvement of outcomes across the MCEETYA priority areas. For each year of the funding quadrennium targets are established against agreed performance indicators and IESIP funded providers submit an annual performance report showing their outcomes against the performance indicators.

Most of the performance indicators are common to each of the three education and training sectors. However, some unique or modified/adapted

Table 1.1: Number of IESIP Supplementary Recurrent Assistance (SRA) funded education providers, by type of provider and sector; 2003

Type of Provider Preschool School VET

State/territory government systems 6 8 11(a)

State/territory catholic systems 3 8 0

Independent schools, institutions and systems 116 43 19

TOTAL 125(b) 59 30

Source: DEST – IESIP data collection; 2003

(a) This figure includes four non-systemic VET providers.(b) Some systems and independent providers (16 in total) are included twice in this table where they have both preschool and school IESIP agreements.

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performance indicators and some different definitions and data collection methods are applied to meet the diverse circumstances of providers.

The IESIP targets for 2001–2004 were negotiated on a bilateral basis between DEST and individual education providers. This process took into account:

• the Australian Government’s and MCEETYA’s objectives for achieving equitable and appropriate outcomes for Indigenous education and training;

• Indigenous communities’ and students’ own aspirations for education and training;

• the circumstances of individual providers; and

• providers’ aspirations for Indigenous education and training.

IEAs cover providers ranging from large government systems with thousands of Indigenous students to individual independent preschools, schools and VET colleges with small numbers of Indigenous students. Independent preschools can be eligible for IESIP funding if they have as few as five Indigenous students, and independent schools and VET colleges require 20 Indigenous students.

Because of the diverse circumstances with providers and Indigenous students across Australia, weighting needs to be applied to the data to ensure that a target for a provider with one hundred Indigenous students influences the overall national results ten times more than a provider with ten Indigenous students. Weighting has also been applied to account for the fact that different providers may have different numbers of targets within individual priority areas.

An examination of all IESIP providers’ achievement of their targets can therefore provide only an indicative picture of national progress in achieving equitable and appropriate outcomes for Indigenous students.

Information about meeting IESIP targets or making improvements is included towards the end of the sectoral chapters on preschool, school and VET.

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2.1 Overview

2.1.1 Key data on Indigenous preschool education, 2003

Preschools with Indigenous enrolments

• Government 832

• Non-government 802

• Total 1,634

Indigenous enrolments

• Government 4,697

• Non-government 4,354

• Total 9,051

Total Australian preschools



• Total 4,963

Total Australian enrolments



• Total 211,627

Gender

4,656 males (51.4%)

4,369 females (48.3%)

26 unknown (0.3%)

Age

2,069 aged � 3 years (22.9%)

5,604 aged 4 years (61.9%)

1,341 aged � 5 years (14.8%)

37 unknown (0.4%)

Sessions (eg. half days)

7,229 attended � 5 sessions per week (79.9%)

1,797 attended � 6 sessions (19.9%)

25 unknown (0.2%)

Source: DEST – National Indigenous Preschool Census, 2003.

Preschools

CH

AP

TE

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WO

2.1.2 Key movements in Indigenous preschool education in 2003

• There was an increase of 3.7% in Indigenous preschool enrolments across Australia between 2002 and 2003. At the same time there was a decline in non-Indigenous enrolments of 2.6%.

• The proportion of Indigenous to total enrolments in preschools nationally increased from 3.7% in 2001, 4.0% in 2002, to 4.3% in 2003.

• In 2003, 2,924 Indigenous enrolments were in urban areas (32%, up 3% from 2002), 3237 were in rural areas (36%, down 1%) and 2,890 were in remote areas (32%, down 2%).

• There appeared to be early signs of decline in Indigenous students’ assessed literacy and numeracy readiness for school, particularly in government preschools.

• There was a sustained growth in the numbers of Indigenous 3-4 year degree qualified staff in preschools between 2001 and 2003.

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Estimated IESIP funding

$11.2m

Tarumbal A community based preschool in Rockhampton, Queensland

We are always trying to learn new things and give the children under our care the best of what wehave to offer.

An Indigenous controlled organisation allows Indigenous people to have input into the running of an organisation from their perspective. It is very important that we can communicate with Indigenous people, being Indigenous ourselves.

Due to the involvement of local Indigenous people in the organisational running of our community based Early Childhood Centre, we have been able to sustain a continuous commitment to our community.

We have local people who are involved in the management of the Centre. The teaching staff are all local Indigenous people dedicated to the educational well being of our young children. We take on board the needs of our community by being active in local Indigenous affairs and see our Centre as having an integral part in the progress of the local Indigenous community.

By providing Indigenous cultural learning, Tarumbal is a stepping-stone for many Murrie and Australian children. We strive to provide cultural guidance, understanding, acceptance and high quality learning. Team work is very important, we all work together. Our Management Committee provides many volunteer hours at functions and in the running of the Centre.

We concentrate solely on our core service - to provide an Early Childhood Education program to the local Indigenous community. We endeavour to present a program which is challenging and fun for all involved. The children gain confidence in themselves as individuals. Our main objective is to prepare our children for entry into Year One and ensure that they have confidence to ask for assistance.

Children are foremost and teaching is of a very high standard - meeting curriculum requirements every year and giving children the tools to make them confident and ready for Year One.

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Tarumbal is at the forefront of Indigenous community organisations in Rockhampton. Indigenous people know we are their organisation and will always welcome them to be involved in the Centre. They are therefore very proud of their achievements and are active in promoting and supporting their Centre.

Because we look at children individually and assess their needs, we are able to develop programs which are applicable to the requirements of each individual child. The teaching staff endeavours to keep abreast of issues through professional development and if we are concerned about anything we seek professional help. We are always trying to learn new things and give the children under our care the best of what we have to offer.

We are successful because we are willing to try new things all the time. We are very co-operative and like to meet all challenges. We don’t allow ourselves to become stale.

We know that each child is an individual and we treat each child as an individual, encouraging them to be more independent by thinking and doing things for themselves.

By following curriculum and policies, as well as being of Murrie culture, the teaching staff understand the obstacles facing Murrie children and therefore can implement more strategies to help them succeed.

Teachers also look to each other and other professionals for help and guidance if problems arise therefore gaining knowledge and input from other people.

2.1.3 The provision of preschool education for Indigenous children

State and territory governments are responsible for policy and funding for preschools in Australia. The Australian Government’s main role in the preschool sector is to provide strategies and supplementary funding to support the participation of Indigenous children. In 2003 an estimated $11.2m in supplementary funding was provided to education providers through IESIP for some 7,644 full time equivalent preschool Indigenous enrolments1.

2.1.4 Data Sources

There are three sources of data used to describe progress in preschool education:

• the National Indigenous Preschool Census (NIPC) which is conducted annually by DEST;

• IESIP performance reports; and

• Australian Bureau of Statistics (ABS) census data.

The NIPC is in two parts, the Government Census and the Non-government Supplementary Census and records numbers of Indigenous enrolments by gender, age and number of sessions attended, and by state/territory and locality. While the NIPC provides enrolment data, IESIP reports are the sole source of most of the other data included in this chapter including literacy and numeracy readiness, attendance information, employment and staff development. The ABS is the source of data on the number of Indigenous and total children in the age range who may be eligible for entry to preschool in 2003. The data is referred to in analyses of Indigenous access to preschool. A fuller description of the range of these sources of data is provided in Appendix 2.

1 Analysis in this chapter is of actual enrolments rather than the full time equivalent numbers used to calculate IESIP funding.

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The following sections consider the extent to which gaps between the outcomes for Indigenous and non Indigenous Australians have closed in the preschool sector. The majority of the AEP’s twenty-one long term goals directly address the need for equality between Indigenous and non-Indigenous outcomes, and consequently closure of gaps.

The AEP’s goals in relation to preschool education for Indigenous children aim for access ‘comparable to that available to other Australian children of the same age’, and participation ‘for a period similar to that for all Australian children’.

2.2 Equality of access and equity of participation

AEP goals 7 and 10 relate to access and participation of Indigenous children in preschool education. This section presents trends in Indigenous student enrolments, followed by more detailed discussion of closure of gaps between Indigenous and non-Indigenous students in the sections which give indicative data on equality of access and equity of participation.

2.2.1 Indigenous enrolments in preschools

In 2003, the NIPC reported data from 4,963 preschools –1,463 government and 3,500 non government preschools. A total of 1,634 of these preschools had Indigenous enrolments. There was a total of 211,627 enrolments in all Australian preschools, of which 9,051 were Indigenous – 4,697 in government preschools and 4,354 in non-government preschools.

As shown in Table 2.1 there was a 21.8% increase in Indigenous enrolments between 2001 and 2003 and a marked trend toward increased enrolments in urban areas and a slowing of the increase in rural enrolments. The rise in remote enrolments in 2002 reflected the Western Australia definitional changes in particular, and was followed by a decline in 2003 as numbers stabilised following the new arrangements.

Enrolments in government preschools increased by 31.3% between 2001 and 2003, and by 12.9% in non-government preschools. The proportion of Indigenous

Table 2.1 Total Indigenous preschool students enrolled by state/territory, locality, government/non-government; 2001 – 2003

State/Territory 2001 2002 2003 % Change 2002–03

% Change 2001–03

New South Wales 2,437 2,676 2,709 1.2 11.2

Victoria 519 530 559 5.5 7.7

Queensland (a) 793 863 896 3.8 13.0

South Australia 952 1,035 1,114 7.6 17.0

Western Australia (b) 1,149 1,875 1,834 -2.2 59.6

Tasmania 271 249 331 32.9 22.1

Northern Territory 1,235 1,420 1,535 8.1 24.3

Australian Capital Territory 78 83 73 -12.0 -6.4

Urban 2,204 2,564 2,924 14.0 32.7

Rural 2,636 3,200 3,237 1.2 22.8

Remote 2,594 2,967 2,890 -2.6 11.4

Government 3,578 4,469 4,697 5.1 31.3

Non-government 3,856 4,262 4,354 2.2 12.9

TOTAL 7,434 8,731 9,051 3.7 21.8

Source: DEST – National Indigenous Preschool Census; 2001-2003

(a) There were changes in definition of preschool in Queensland and Western Australia in 2001, resulting in data from these two states no longer being comparable to previous years.

(b) In 2001, the preschool enrolment age in WA changed. Children had to have turned four years old by 30 June to attend preschool whereas previously this was 31 December. This contributed to a smaller cohort in 2001. Enrolments increased by 63% from 1,149 in 2001 to 1,875 in 2002 as a full year of students were enrolled.

Progress in Indigenous preschool education in 2003

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enrolments in government preschools moved from 48.1% in 2001 to 51.2% in 2002 to 51.9% in 2003.

While Indigenous enrolments in preschools increased by 17.4% between 2001 and 2002 and by 3.7% between 2002 and 2003, total preschool enrolments increased by 8.3% and then decreased by 2.4% respectively. This is reflected in the rise in the Indigenous proportion of the preschool population from 3.7% in 2001, to 4.0% in 2002, to 4.3% in 2003.This rise in the Indigenous proportion of enrolments reported by the NIPC in preschools over the last three years is a positive outcome. However, ABS 2001 Census of Population and Housing data suggest that around half of eligible Indigenous 4 year olds are not attending preschool although some will be in childcare arrangements where a preschool programme is provided.

Indigenous controlled preschools are major providers of preschool education for Indigenous children. There were 71 independent Indigenous controlled preschools that reported data in 2003. Indigenous children are often enrolled at three years of age in the Indigenous controlled preschools, so that they can benefit from two years of preschool before entering school. The local Indigenous community frequently has substantial input into the curriculum and how learning is organised, ensuring a curriculum that integrates cultural learning throughout and makes children feel at home. These preschools are more likely to employ Indigenous teachers and staff and their predominantly Indigenous management committees maintain financial responsibility, oversee preschool operations and look after staffing matters.

Some of the strategies preschool providers employed to increase Indigenous student enrolments were focussed on parent information and outreach community work and promoting the preschool in the Indigenous community as ‘Indigenous-friendly’. This includes approaching families before advertising vacancies or enrolments to ensure all Indigenous children are placed and advertising in the local newspaper regarding the programme and vacancies. Other preschools focussed on increasing the awareness of school principals regarding the importance of early years programmes.

2.2.2 Attendance

Two measures of attendance are discussed in this section – the number of sessions attended as reported by the NIPC and, attendance rates reported by IESIP providers.

Sessions

While the majority of Indigenous students2 (80.1% in 2003) attended five or less sessions of preschool per week in 2003, the total number of sessions attended by Indigenous preschool students has increased by 3.7% over the period 2002 to 2003. The number of sessions attended decreased nationally by 1.8% for five or less sessions, and increased by 31.5% for six or more sessions. This is a positive development, particularly for remote preschools, as it provides better preparation for going to primary school. Among the main movements were:

• in remote areas, the proportion of children attending five or less sessions decreased by 11.8%, and while those attending six or more sessions increased by 85.9%;

• in urban areas, children attending five or less sessions increased by 7.7% and those attending six or more sessions increased by 41.7%; and

• in rural areas, the proportions of children attending five or less sessions and six or more sessions remained stable.

Table A 2.7 (in Appendix 2) shows changes in sessional attendance.

Attendance rates

IESIP reports give an indicative measure of attendance rate3 for preschool students. Of the Indigenous controlled preschools, the median attendance rate for all students remained in the 80-90% range between 2001 and 2003. A general improvement in attendance rates over this time was reported by 33.8% of preschools while 35.2% maintained attendance rates and 19.7% showed a decline.

2 Sessions were of a half day duration for all state and territory government systems except New South Wales where a session is defined as a proportion of the week.

3 The attendance rate is the proportion of the total number of sessions attended to the total number of sessions for which children were enrolled to attend. As each provider reports percentage rates, it is not possible to aggregate the data – median rates are therefore reported here.

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There were significant differences in Indigenous and non-Indigenous attendance patterns at Indigenous controlled and non-Indigenous controlled preschools (which include data from four state or territory systems) in 2003. In 2003, 67.9% of Indigenous controlled preschools reported Indigenous attendance rates of 80% or higher, and in 27.0% of the Indigenous controlled preschools, Indigenous attendance rates were higher than their non Indigenous counterparts.

Issues such as poor health, family problems and mobility affected attendance significantly. Some of the important strategies mentioned by providers for maintaining student numbers and attendance focused on a close relationship between the preschool and the home. They include educating parents about health and nutrition and encouraging them to be firm about consistent attendance. In one preschool the introduction of a breakfast programme for early arrivals; and heaters and socks for cold mornings has proved successful.

Preschools reported giving families a sense of ownership and involvement in the preschool centre and offering special activities such as morning teas, luncheons and cultural events and approaching parents personally to invite them to attend. Other preschools present ‘welcome packs’ consisting of bag, hat, sunscreen, lunchbox and laminated list of simple and appropriate lunch ideas while others give each family a laminated booklet of photographs of children engaged in activities at the centre, with concise text to explain the value and importance of attendance.

Other important strategies reported by providers include the provision of bus transport to get the children to and from preschool. In one preschool an Indigenous teacher aide travels on the bus and talks to the parents, becoming a main source of communication. In the Northern Territory the Mobile Preschools Programme servicing remote areas has been a major success.

In summary, the reported rise in the Indigenous proportion of preschool enrolments between 2001 and 2003 represented significant progress for Indigenous Australians. However, data suggests that a

significant proportion of eligible children may still not be participating in preschool education.

2.3 Equitable and appropriate educational outcomes

Four AEP goals (13, 17, 20 and 21) relate to equitable and appropriate educational outcomes for Indigenous Australians in preschool education. This part of the chapter sources IESIP reports to consider achievement of these goals.

This section considers preparation for schooling in terms of the literacy and numeracy readiness of preschool students. IESIP preschool providers report on the number and percentage of Indigenous and non-Indigenous students who demonstrate sufficient awareness and understanding of English literacy and numeracy for entry into primary school. They use either DEST’s Preschool Profile4 or some other agreed assessment instrument for this purpose.

2.3.1 English literacy readiness

Over the period 2001 to 2003 progress in literacy readiness has been uneven. The data for both literacy and numeracy suggest that there may be early signs of declining outcomes for Indigenous students, particularly in the government sector. However, the results could be strongly influenced by measurement factors which need to be investigated further before more definitive conclusions can be drawn.

Within the limitations of the data, the readiness of government preschool students for schooling in terms of literacy appears to have declined from 76% in 2001 to 72% in 2002 and to 70% in 2003.

Figure 2.1 shows that a higher proportion of the non-Indigenous students have been assessed as ready for schooling in terms of literacy readiness than the Indigenous students over 2001 to 2003, and suggests the gap between non-Indigenous and Indigenous students is widening.

4 The Preschool Profile is a guide that preschool teachers can use to measure the literacy and numeracy awareness and understanding of Indigenous and non-Indigenous preschool children and make informed judgements on their ability to move onto school in these particular areas.

Although the Preschool Profile was designed for IESIP preschool providers to report the literacy and numeracy outcomes of their Indigenous students, the Profile is culturally inclusive and so can be used to monitor and report on non-Indigenous students.

For further information see http://www.dest.gov.au/schools/publications/2001/preschoolprofile/iesippreschoolprofile.htm

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Data suggests that the outcomes for Indigenous students in independent preschools have been much higher than those for the government providers. The gap between Indigenous and non-Indigenous students is also much smaller – in 2001 the proportions of students assessed as ready for schooling in terms of literacy were 87% for Indigenous students compared with 90% for non-Indigenous students; in 2002, 88% compared with 92%; and in 2003, 88% compared with 93%.

Preschool providers mentioned a number of factors that work against improved literacy readiness outcomes, most particularly lack of continuity of staffing and difficulties in accessing professional development. Noticeable differences between the language usage of Indigenous and non-Indigenous students was also raised in connection with Indigenous students needing to attain literacy levels that would be appropriate for entry into primary school.

The Australian Government recognises the importance of supporting children’s learning from birth onwards and is developing strategies to address some of the issues mentioned above. For instance, various Australian government departments have joined together to build a National Agenda for Early Childhood, which focuses on children aged 0 to 5, and has early learning and care as one of its key areas. The National Agenda will provide a consistent

Australia-wide framework for early childhood learning interventions. Specific measures are also being undertaken. DEST, for example, has commissioned the development of a set of Early Childhood Learning Resources to support and nurture young children’s literacy and numeracy skills. Particular groups of children will be targeted by these resources, including Indigenous children.

Further, the Australian Government is working with a number of groups to improve the quality and scope of data about children’s early literacy and numeracy skills, such as through the Longitudinal Study of Australian Children, and the Longitudinal Study of Indigenous Children.

IESIP providers report strong involvement in strategies to increase Indigenous students’ literacy readiness outcomes including:

• accurate evaluation of a child’s literary skills and development measured by a checklist and observations where information is noted and dated in a child’s personal reporting file;

• constant monitoring of a child’s literacy skills and adapting the programme to accommodate any areas that need improvement;

• providing plenty of literacy opportunities, eg. story telling or reading, conversation, singing and listening, games, guest speakers and artists;

Figure 2.1 Percentage of Indigenous and non-Indigenous preschool students assessed as being ready for entry to school in literacy, by independent and government sectors, Australia; 2001 – 2003

Source: DEST – IESIP performance reports: 2001-2003

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• use of Scaffolding5 in everyday conversation, story telling, play, interaction between adults and children, card games, games;

• accessing early intervention services;

• providing parent education and information; and

• practices encouraging regular attendance at preschool thereby increasing exposure to experiences that will develop and encourage literacy skills, eg. school bus.

2.3.2 Numeracy readiness

As with literacy readiness, numeracy readiness for entry to primary school has been uneven. Within the limitations of the data, Figure 2.2 shows that the readiness of both Indigenous and non-Indigenous preschool students for schooling in terms of numeracy appeared to decline between 2001 and 2003.

Indigenous numeracy readiness outcomes are lower than equivalent outcomes for literacy and the gaps wider. Outcomes for Indigenous students at all reporting IESIP preschools were 77% in 2001, 73% in 2002, and 67% in 2003, and the gap between Indigenous and non-Indigenous students in these IESIP funded preschools increased.

Overall, Indigenous numeracy readiness outcomes from independent providers were better than those from the government providers, and the gaps were smaller. Outcomes for Indigenous students were 88.5% in 2001, 87.8% in 2002 and, 88.6% in 2003.

In government preschools, numeracy awareness fell for both Indigenous and non-Indigenous students. Outcomes for Indigenous students were 63% in 2001, 57% in 2002 and 48% in 2003. Indigenous outcomes fell at a greater rate than their non-Indigenous counterparts, which in turn increased the gap between Indigenous and non-Indigenous outcomes.

There were similar difficulties noted by IESIP providers for numeracy readiness as for literacy readiness, notably children’s poor health and nutrition, staff turnover and difficulties in accessing professional development.

The strategies being used by IESIP providers for improving Indigenous children’s numeracy skills were similar in approach to those for improving literacy, for example, measurement and observation of a child’s numerical skills, adaptation of programmes to meet needs, provision of plenty of opportunities for number concept work and, seeking to involve parents in activities at preschool and home that promote numeracy skills.

Figure 2.2 Percentage of Indigenous and non-Indigenous preschool students assessed as being ready for entry to school in numeracy, by independent and government sectors, Australia; 2001 – 2003


5 Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.

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2.4.1 Involvement of Indigenous people in educational decision-making

AEP goals 1 and 2 relate specifically to the involvement of Indigenous Australians in educational decision-making in preschool education. As might be expected, Indigenous involvement in decision-making in Indigenous controlled preschools was maintained at a high level in 2003. In the committees relating to Indigenous specific issues, the overall Indigenous representation remained at close to 90%. In those committees relating to general issues, Indigenous representation dropped very slightly from 87% in 2002 to 86% in 2003. The proportion of Indigenous students in these preschools was 84%.

In non-Indigenous controlled independent preschools, Indigenous involvement in committees dealing with general and Indigenous-specific issues fell slightly between 2002 and 2003. In the case of Indigenous specific committees, this was from 76% in 2002 to 72% in 2003. For general committees, it fell from 31% in 2002 to 29% in 2003. In both instances the 2003 result was above that for 2001, and reflects well on the Indigenous participants as the proportion of Indigenous students in these preschools was 13%.

Despite these encouraging results, some preschools mentioned that Indigenous (and non-Indigenous) volunteers willing to accept the responsibilities within a preschool are ‘very hard to find’. Preschools report that parents and carers have other commitments such as employment and responsibilities in the community, as well as fear of getting out of the ‘comfort zone’ or preferring to contribute in another way. Lack of transport and baby-sitting support was also a factor, as was mobility between localities.

The need to recruit parents to become involved in their children’s education is an ongoing one and preschools report positive strategies for encouraging this. They emphasise the need to have an open door policy – to approach families and be approachable, to seek parents’ feedback and ensure they understand that their involvement and ideas are appreciated.

2.4.2 Indigenous employment in preschools

Staff numbers in IESIP funded preschools dropped in 2003 for both Indigenous employees (387 to 383) and non-Indigenous employees (2,569 to 2,475), and total employee numbers for 2003 were slightly lower than those for 2001 (2,848 compared with 2,863).

The proportion of total Indigenous to total staff employed in preschools in 2003 was 13%. This compared well with the proportion of Indigenous students at close to 12%.

Figure 2.3 shows that overall, Indigenous controlled preschools employed more Indigenous than non-Indigenous staff. Proportionally, Indigenous employees of non-Indigenous controlled preschools represented around 6% of staff. This figure was consistent over the three years, with minor variations. 2003 showed the highest proportional employment of Indigenous people in non-Indigenous controlled preschools of the three years. This is notable considering the drop in overall employment numbers.

A number of preschools noted that it is difficult to find qualified Indigenous preschool teachers. A typical comment is that:

“there simply are not qualified Indigenous teachers in our community who are preschool trained, and we have not been able to attract qualified Indigenous staff to the area.”

One preschool mentioned that they promote work experience in the preschool for Indigenous students from nearby secondary schools, and students enrolled in VET programmes.

Figure 2.4 shows the number of Indigenous staff employed by staffing category from 2001 to 2003, highlighting the sustained growth in numbers of Indigenous staff in the 3–4 year degree qualified category across 2001 to 2003. However, it should be noted that there are still more certificate or diploma qualified Indigenous teachers than 3–4 year degree qualified over the same three year period, and that overall, the proportion of Indigenous qualified teachers to Indigenous students is close to 1%.

It is possible that the fall in numbers of non-degree qualified teachers and AIEWs shown in Figure 2.4 may be a result of up-skilling of existing staff.

2.4 Indigenous influence, involvement and presence in preschools

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2.4.3 Professional development

Cross cultural awareness training

Generally, preschools have high levels of activity in cross cultural awareness training. Between 2002 and 2003, most preschools (66%) maintained their levels of cross cultural awareness training. A further 14% improved and 20% declined in the number of staff who had accessed cross cultural training. Sixty-one preschools reported that 100% of their staff had undertaken cross cultural awareness training in 2003.

General professional development

Of the 78 independent preschools which reported in 2003 in a way that could be compared to previous years, 44% had increased the amount of professional development undertaken by their Indigenous teachers from 2001-03, 19% decreased the amount of professional development over those years and 37% reported amounts of professional development over the three years that were relatively stable.

Other independent providers indicate that their Indigenous staff had more (average) hours of professional development than their non-Indigenous counterparts in 2003. Indigenous staff had, on average, 37.6 hours of professional development over the year, compared to 31.4 hours for non-Indigenous staff.

Providers acknowledge that staff development is critical for staff to keep in touch with change and new teaching methods and strategies. One state system mentioned that their staff are required to fulfil a certain amount of professional development each year, and that a significant variety of staff development opportunities are becoming more available to staff.

Also mentioned by some providers were the benefits they experienced in being able to have professional development on the preschool site and aimed specifically at staff needs. Others mentioned the difficulty of accessing professional development from remote sites.

The importance of staff receiving training in activities such as the use of the Australian Government’s preschool assessment tool, the Preschool Profile, was emphasised by some preschools. Others mentioned the importance of communication between staff and parents or carers as an element of development for both parties as it promotes a clearer understanding of the child’s needs and emphasises the role of parents or carers as the first educators.

Figure 2.3 Number of Indigenous and non-Indigenous staff in Indigenous controlled and non-Indigenous controlled (a) IESIP funded preschools, Australia; 2001 – 2003


(a) Includes staff in non-Indigenous controlled government, systemic and other independent preschools.

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Figure 2.4 Number of Indigenous preschool staff by employment category, Australia; 2001 – 2003

Study towards a qualifi cation – Indigenous staff

The trend towards AIEWs increasingly undertaking study, as shown in Table 2.2, is a positive outcome. It is possible that the higher number of staff choosing to study at the degree level has resulted in the 2003 decrease in numbers at the diploma level.

The growth in the number of preschools who increased the amount of professional development undertaken by their Indigenous staff was also a good outcome. That Indigenous staff were accessing more professional development than their non-Indigenous peers in the independent preschools and that some preschools reported 100% staff participation in cross cultural awareness training was also notable.

2.4.4 Culturally inclusive curricula

IESIP providers reported extensive and wide ranging strategies for promoting a culturally inclusive curriculum in their preschools. Most emphasised that:

• Indigenous culture is celebrated every day;

• culturally inclusive curriculum features at all times;

• Indigenous culture is incorporated into the whole programme; and

• cultural resources are continually used in the daily curriculum.

The vast range of culturally inclusive activities mentioned included the use of valuable local resource people such as elders who teach language and tell stories, artists teaching activities such as boomerang painting and musical instrument making, parents coming to demonstrate Indigenous art, singing,

dancing, cooking and talking with the children in their family language. Parents are also involved in the conversion of songs to the local language, in the making of language books and assisting with excursions to places of Indigenous importance and interest.

Indigenous studies and Indigenous language programmes

IESIP data on Indigenous studies and Indigenous language programmes does not lend itself to quantitative analysis. Nonetheless two government systems reported increases in the proportion of preschools offering Indigenous studies programmes between 2001 and 2003 however the same organisations reported decreases in the proportion offering Indigenous language programmes.

More providers reported examples of Indigenous studies programmes. One cluster of preschools developed a presentation which involves the use of songs, stories and puppets to help all children develop a greater understanding of Indigenous culture as well as emerging literacy and numeracy skills. It will be packaged and sent to all the territory’s centres. Some preschools mentioned having short (eg. 3 weeks) intensive study units, in areas such as language, music, craft, story telling, bush tucker.


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2.5 Progress against IESIP targets

Table 2.3 presents aggregated information across all IESIP funded providers in the preschool sector on the percentage of outcomes in 2003 that achieved the providers’ targets for the year (please refer to Chapter 1 for a discussion of the issues associated with the targets reported here.)

This data indicates that, when weighted for student numbers and compensating for varying numbers of targets, 62% of all outcomes met the target. Where targets were not met, an additional 8% of outcomes showed improvement on 2002 performance. In total, 70% of outcomes either met the target or otherwise showed an improvement.

Overall, the 2003 outcomes were similar to those of 2002. In 2003, targets met increased by 4% and targets met and improvements made increased by 1%. However, there was a significant improvement in targets met for literacy and numeracy (+14% and +11% respectively). There were decreases in targets met for employment and involvement in decision-making (-12% and -5%).

2.6 Conclusions and emerging issues

A positive achievement has been the rise in the proportion of Indigenous to non-Indigenous enrolments in preschools between 2001 and 2003, to the extent that Indigenous children are accessing preschools at rates commensurate with their proportion of the national preschool aged population.

Table 2.2 Number of AIEWs (and equivalents) who have completed or part-completed study towards a qualifi cation, by level of qualifi cation, Australia; 2001 – 2003

Type of Qualifi cation 2001 2002 2003 % Change 2001–2003

Certifi cate 46 50 67 45.7

Diploma, associate diploma, advanced diploma 36 38 30 -16.7

Degree (3-4 year university degree) 31 31 37 19.4

TOTAL 113 119 134 18.6

Source: DEST – IESIP performance reports: 2001 – 2003

Table 2.3: Percentage of IESIP performance weighted targets (a) met, or improvements made, by MCEETYA priority area, Preschool sector, Australia; 2003

MCEETYA Priority area Targets met 2003

Targets not met but

improvements made on 2002

(%)

Total targets met and

improvements made in 2003

(%)

Total targets met and

improvements made in 2002

(%)

Literacy 64 8 72 53

Numeracy 61 10 71 52

Educational outcomes 54 14 68 67

Enrolments 63 13 76 89

Employment 62 5 67 77

Professional Development 68 4 72 69

Involvement in decision making 64 5 69 79

Culturally Inclusive Curricula Qualitative reporting only

All Areas 62.1 8.3 70.4 69.4

Source: DEST – IESIP performance reports; 2002 and 2003

(a) Reported outcomes have been aggregated across all providers and weighted to compensate for the fact that providers have different numbers of targets in each area, and different numbers of Indigenous students (refer to Chapter 1).

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However, this outcome must be treated with caution as the data captures only those children enrolled in preschools covered by the National Indigenous Preschool Census. No comparable data is collected on the number of Indigenous children in childcare arrangements where a preschool programme may be provided. Nor is data available on any children not accessing any preschool education.

The sustained growth in the numbers of 3-4 year degree qualified Indigenous staff has been a very positive outcome. Nonetheless, there were still more non-degree qualified Indigenous staff, and the ratio of qualified indigenous staff to Indigenous students remains very low.

There has been a trend towards increased Indigenous enrolments in urban areas over 2001 to 2003. Enrolments in remote areas declined slightly between 2002 and 2003.

Of some concern was the data suggesting the early signs of decline in Indigenous preschool students’ readiness for schooling in terms of literacy and particularly numeracy awareness and understandings, particularly in the government sector. IESIP data suggested that literacy readiness and numeracy readiness rates declined over 2001 to 2003, and the gaps between Indigenous and non-Indigenous outcomes appeared to have widened.

There were positive outcomes for Indigenous and non-Indigenous students in IESIP preschools in the quality and vigour of the efforts to ensure culturally inclusive curriculum and in celebrating Indigenous culture. Parents were particularly encouraged to share in this and in their children’s preschool education generally.

Emerging issues

The key issue for all Australians is to close any gaps between Indigenous and non-Indigenous preschoolers’ levels of literacy and numeracy readiness for school. The 2003 data provides support for targeting Indigenous literacy and numeracy awareness and understandings in early intervention work, as well as addressing the lack of qualified teachers.

Other issues are continuing ones that are not just confined to education, but influence education outcomes – Indigenous children’s health and nutrition, and some Indigenous families’ difficulties with juvenile offences, alcohol, drugs, employment, and infrastructure such as housing and water. This report recognises these difficulties, which have been raised in IESIP provider reports, as contextual information for understanding educational outcomes, but these matters cannot be addressed in this report.

This chapter of third annual National Report to Parliament on Indigenous Education and Training brings a similar message to those in the previous two reports – conditions and outcomes of Indigenous Australians in preschools remain worse than for other Australians and this needs to change.

The report of the Steering Committee for the Review of Government Service Provision Overcoming Indigenous Disadvantage – Key Indicators 2003 recognised a number of strategic areas for action which the Australian Government has recognised as priorities. These include early child development and growth (prenatal to age 3), and early school engagement and performance (preschool to year 3).

The Australian Government has also recognised the importance of supporting all children’s learning from birth onwards and has early learning as one of its key priorities. Various Australian Government departments have joined together to build a National Agenda for Early Childhood, focusing on children aged 0 to 5 which will provide a consistent Australia-wide framework for early childhood learning interventions.

Other measures are targeting particular groups of children, including Indigenous children. For example, DEST has commissioned the development of a set of Early Childhood Learning Resources to support and nurture young children’s literacy and numeracy skills.

A further important area that the Australian Government is working on with a number of groups is to improve the quality and scope of data about children’s early literacy and numeracy skills, such as through the Longitudinal Study of Australian Children, and the Longitudinal Study of Indigenous Children.

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Rawa Community School – outback WAAn independent Aboriginal Community School

Rawa Community School is an Independent Aboriginal School located 600 kilometres east south east of the coastal mining town of Port Hedland. The school consists of two campuses, one at Lake Dora in the Punmu Aboriginal Community and the other 180 kilometres east at Well 33 (Kunawarritji) on the Canning Stock Route.

Rawa School is a two way learning school K-10. Due to the lack of community services the school encourages parents to bring and support young students from the age of eighteen months. A local fresh water hole, named Rawa (meaning for a long time) is the name given to this school. One of the elders, Mitchell Biljaba, explains it - “this school is going to be here forever until the days to come”.

Our unique identity puts Martu values and inspirations first – that is keeping the culture strong by having the school in the community so people do not have to send their children away.

Our two campuses cater for 80 students, 14 preschool, 40 primary and 18 secondary. The aim is to teach both Manyjilijarra and English in a two way learning environment, controlled and directed by a council of community elected Indigenous people. Every member of the community over 16 years is a voting member of the school. Meetings are held ten to twelve times per year to discuss educational progress, teacher performance, and adherence to the schools aims in areas of literacy, numeracy and cultural inclusivity. Locally employed and trained Aboriginal Education Workers (AEWs) approximately five out of a pool of fifteen attend school every week and are an integral part of the success story at Rawa School. All community members are encouraged to view students at work everyday.

Rawa School is one of fifteen Independent Aboriginal Community Schools (AICS) in WA. The Scaffolding literacy program has united us as we share the extraordinary success of our students in reading and writing and demonstrating success on benchmark testing. However, we still retain our unique identity with:

• improved health outcomes for all students through close liaison with the Community Nurse and the Health Workers;

• using all the strengths of existing staff;

• long term committed staff;

• short-term employment of multi-talented staff which introduces a variety of skills to diversify and broaden the educational experience of the student’s – for example, sewing, cooking, music, tiling, drama, art, movie making and gardening; and

• flexible programs that reflect the community needs.

Children are taught about healthy lifestyles, keeping their language strong alongside developing their skills in literacy and numeracy. A part-time linguist is employed to teach Manyjilijarra.

The context for all our teaching is that the learning experiences should have a rich environment that has a real life application. There is a healthy eating program-providing breakfast and lunch; radio programming and broadcasting in English and Manyjilijarra via our local Community FM station (Rawa radio 105.9) as well as a variety of courses available to students. These courses include local language, computing classes open to all community members, gymnasium, second-hand clothing, musical instruments, after hour activities – disco and movie nights (student coordinated), youth centre, and camps/trips – both cultural and to the broader community.

Nearly one hundred percent of students in camp attend school, some of whom remain up to the age of nineteen. Over the past two years some of our ex-high school students have been employed as AEWs in the preschool, junior primary and the community’s health/aged care centre. An agreement with the community council has allowed some students to continue their schooling at another AICS school in Esperance WA, boarding and engaging in Year 11 and 12 vocational education and training. Students returning to Punmu community after attending this school have demonstrated significant educational and personal development.

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Successful educational outcomes for our students are identified in the successful transfer of skills outside the school environment, and the improved social skills across the whole school population. The diverse program attracts visiting students from neighbouring schools and we welcome this involvement. The earlier acquisition of healthy lifestyle habits and general social skills is attributed to the early intervention programs in preschool and kindergarten. Parents and carers are encouraged to attend preschool sessions for a maximum of two hours, five days a week with children two to three old. This is to establish acceptable school behaviour plus general knowledge and skills. The program is semi formal including a healthy breakfast, face and hand washing, cleaning teeth and hair brushing.

• Daily routines also include, mat sessions focusing on listening, speaking and language skills.

• Group activities – music, books, puzzles, craft, etc, developing fine motor skills.

• Physical programs – ball skills, drama, directed and free play.

We will continue to address the underlying health problems in the community and will provide the continuity for a healthy lifestyle in the community by building a café and offering a course in the Hospitality Industry that will be delivered through Pundulmura TAFE from Port Hedland. We hope to build an ablution block with showers and washing machines available for the community. We intend to develop a chicken farm, plant fruit trees and vegetable gardens and access Golarri radio and TV training for high school students. Further multi-skilling will be encouraged through the areas of manual arts, lock smithing, computer research, mechanical skills, problem solving and environmental health.

Documents

National Report to Parliament on Indigenous Education … · iii National Report to Parliament on Indigenous Education and Training, 2003 Foreword This is the third of a series of