Overcoming Indigenous Disadvantage: Key Indicators 2007

Positive childhood and transition to adulthood

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Years 5 and 7 literacy and numeracy |
Retention at year 9 |
Indigenous cultural studies in school curriculum and involvement of Indigenous people in development and delivery of Indigenous studies |
Juvenile diversions as a proportion of all juvenile offenders' |
Transition from school to work

The later years of childhood, adolescence and the transition to adulthood are critical phases in a person’s development. A good foundation in early childhood can be built upon, or interventions can assist those who had childhood difficulties to make the transition to a more positive adulthood.

There are strong links between a positive childhood and transition to adulthood, and several of the headline indicators and other strategic areas for action. Outcomes in these years can have far reaching consequences. Good educational outcomes for young Indigenous people will enhance their opportunities as adults. Young people who avoid the juvenile justice system are less likely to become involved in the adult correctional system and a cycle of re-offending.

This photo was taken by the students of Woree High School in Cairns for Reconciliation Australia’s All About Us project that ran in their school in 2006. Photo courtesy of Reconciliation Australia.

Years 5 and 7 literacy and numeracy

Research has shown that achievement in years 5 and 7 literacy and numeracy is a key determinant of whether children go on to year 12 and higher education. A lack of basic literacy and numeracy skills also results in poor employment prospects. Other research has found that low literacy is one of the biggest hurdles to improving the health of Indigenous people.

Students Who Achieved The Numeracy Benchmark
KEY MESSAGES
Between 1999 and 2005, year 5 Indigenous students’ performance against the national reading, writing and numeracy benchmarks fluctuated, with no statistically significant trend (figures 7.1.1, 7.1.3 and 7.1.5).
Between 2001 and 2005, year 7 Indigenous students’ performance against the national reading, writing and numeracy benchmarks also fluctuated, with no statistically significant trend (figures 7.1.7, 7.1.9 and 7.1.11).

In 2005, the proportion of year 5 Indigenous students who did not achieve the national benchmark was substantially higher than the proportion of all students for:

  • reading (37 per cent compared to 13 per cent) (figure 7.3.2)
  • writing (26 per cent compared to 7 per cent) (figure 7.1.4)
  • numeracy (34 per cent compared to 9 per cent) (figure 7.1.6).

In 2005, the proportion of year 7 Indigenous students who did not achieve the national benchmark was substantially higher than the proportion of all students for:

  • reading (36 per cent compared to 10 per cent) (figure 7.1.8)
  • writing (28 per cent compared to 8 per cent) (figure 7.1.10)
  • numeracy (51 per cent compared to 18 per cent) (figure 7.1.12).
As Indigenous students progress through school the proportion who achieve the national minimum benchmarks decreases (figures 7.1.13 and 7.1.15).

Retention at year 9

For most students, compulsory schooling ends during year 9 or 10. Consultations with Indigenous people revealed that this was a critical time for Indigenous children. Many of those who leave school early have poor literacy and numeracy skills, limiting their post-school options, including employment opportunities.

The available data suggest a high retention rate at year 9. However, apparent retention rates are based on enrolment numbers, and high rates are to be expected because students in year 9 are generally of an age at which school education is compulsory. In addition, apparent retention rates do not reflect school attendance or whether the student completed the school year (because these data are collected mid-way through the year). A significant gap between Indigenous and non-Indigenous students’ retention appears in year 10.


KEY MESSAGES
In 2006, 8 per cent of Indigenous people aged 14 years were not participating in school education compared with 1 per cent of non-Indigenous 14 year olds (table 3A.3.2).
Over the period 2002 to 2006, the Indigenous retention rate to year 9 was relatively stable (figure 3.3.2).
In 2005, the retention rate for Indigenous students to year 9 was 99 per cent. In 2006, the retention rate for the same group of students (now in year 10) had declined to 91 per cent (figure 3.3.2 and table 3A.3.1).

Indigenous cultural studies in school curriculum and involvement of Indigenous people in development and delivery of Indigenous studies

The inclusion of Indigenous cultural studies in school curricula is widely regarded (by both Indigenous and non-Indigenous people) as being a significant factor in an Indigenous student’s self-esteem and achievement at school. It can also contribute to the understanding and acceptance of Indigenous people by the wider community. The participation of Indigenous people in the development and delivery of cultural studies is also regarded as highly desirable.

WuChopperen Health Service, QLD, Virginia Coutts, a health worker with WuChopperen Health Service. Indigenous Governance Awards Finalist2006. Photo courtesy of Wayne Quilliam and Reconciliation Australia.
KEY MESSAGES
Between 2001 and 2005, the number of Indigenous teachers and Aboriginal and Islander Education Workers in schools increased from 3238 to 3596 (table 7.3.1).
Some primary and secondary schools are incorporating Indigenous studies in their curricula, and Indigenous culture and perspectives are being incorporated into VET programs offered at school. This can improve the number of Indigenous students completing year 12 and improve all students’ knowledge and appreciation of Indigenous culture (boxes 7.3.2 to 7.3.6).
THINGS THAT WORK
The ‘Dare to Lead’ program fosters Indigenous education programs in schools throughout Australia. In 2005, the Bendigo Senior Secondary College in Victoria was one of six national winners of the Excellence in Leadership in Indigenous Education awards established under the program (box 7.3.2).
The Swan View Senior High School Access Program in WA offers school-based traineeships. Ongoing involvement of parents, family members and former students has resulted in more Indigenous students completing year 12 (box 7.3.3).
The Broulee Public School Dhurga Djamanji language program in NSW has been successfully integrated into everyday classroom activities and has received strong support from the school and local communities (box 7.3.4).
Tauondi College, an independent, Indigenous community-run training organisation in SA, has a culturally-appropriate approach to VET in Schools (box 7.3.5).
An (unidentified) remote community school includes Indigenous studies programs in the curriculum over a two year cycle, ensuring all students are exposed to Indigenous studies during their schooling (box 7.3.6).
The Remote Area Teacher Education Program in Queensland is assisting Indigenous community teachers to become registered teachers (box 7.3.7).

Juvenile diversions as a proportion of all juvenile offenders

In some states and territories, diversion programs allow young offenders to be dealt with outside the traditional court processes. This might involve a caution or attendance at community and family conferences. Programs vary from one State to another. Diversionary mechanisms, in combination with sports and cultural programs, can contribute to a reduction in antisocial behaviour and offending.

KEY MESSAGES
Although data on juvenile diversions are not comparable between states and territories, a smaller proportion of Indigenous juveniles were diverted from court by formal cautioning or referrals than non-Indigenous juveniles in each State and Territory where data were available.
THINGS THAT WORK
The Circular Head Aboriginal Corporation Youth Justice Program, in north west Tasmania, supports children aged 10 to 18 years who are at risk of adverse contact with the criminal justice system (box 7.1).
Community Grant Programs, part of the Victorian Aboriginal Justice Agreement, enable Koori communities to design and deliver localised early intervention/prevention strategies for Koori youth (box 7.4.2).

Transition from school to work

This photo was taken by the students of Woree High School in Cairns for Reconciliation Australia’s All About Us project that ran in their school in 2006. Photo courtesy of Reconciliation Australia.Two approaches are used to analyse the period of transition from school to work. The ‘at risk’ approach examines the proportion of young adults who are neither in employment nor engaged in study, and are therefore considered to be ‘at risk’ of long term disadvantage. The second approach looks at outcomes from education.

People Aged 18 to 24 Years Who Were Not Employed and not Studying

 

 

 

 

 

 

 

KEY MESSAGES

In 2004-05, for young people aged 18 to 24 years:

  • a higher proportion of Indigenous young people than non-Indigenous young people were not employed and not studying, for both men and women and in all remoteness areas (figures 7.5.1 and 7.5.2)
  • a higher proportion of Indigenous young people living in very remote areas were not employed and not studying (52 per cent), compared with those in major cities (34 per cent) (figure 7.5.1)
  • both Indigenous and non-Indigenous young women were more likely than young men to be neither employed nor studying (figure 7.5.2).

In 2004-05, for people aged 18 years and over:

  • both labour force participation and employment rates for Indigenous people were lower than for non-Indigenous people, whether or not they had achieved a certificate level 3 or higher qualification (table 7.5.1)
  • for both Indigenous and non-Indigenous people, those with a certificate level 3 or higher qualification were more likely to participate in the labour force than those with lower levels of qualifications or without qualifications (table 7.5.1).
THINGS THAT WORK
The Aboriginal and Torres Straight Islander Education to Employment Scheme began in Queensland in 1998. The scheme aims to increase training and employment opportunities for Indigenous youth (box 7.5.2).

Report Chapter 7: Positive childhood and transition to adulthood
(PDF document)

Attachment 7A
(Excel document)

See next strategic area for action: Substance use and misuse.