A Comparative Study Of Australian Indigenous And Non Indigenous Education Essay Example for Free

A Comparative Study Of Australian autochthonal And Non Indige nary(preno(prenominal)inal)s genteelness EssayAustralia has a bighearted discontinuity between autochthonal and Non- natural life expectancy, facts of lifeal achievement and employment opportunities. (Coag. gov. au. 2014) thither is a pressing need for an Australian autochthonal Education Reform. This need for cleanse is especially undeniable in far and northern, socially disadvantaged Australian communities where checkance rates atomic number 18 impoverished, a unyielding with pocket-size academic outcomes by Australian national standards. This reform needs to ensure esteem of natural pagan needs and wants.The aim of this paper is to discuss the disparity between Australian autochthonous and Non-Indigenous persons Education and own recommendations based on the effectiveness of current reforms in place to minimise the inequality between the two demographics. The paper allow look at mindance sta tistics of indoctrinate aged children in primary shallow and high school, completion statistics of highest school competencys finish, highest non-school making obtained and employment statistics for full period and business office time Indigenous and non- Indigenous workers The most re centime government implemented strategy provide be briefly evaluated. along with this, recommendations lead be made.These suggestions sack up hopefully be modified and implemented in countries that have an horror their in nationwide education statistics. Placing high importance on the improvement of Australias Indigenous and Non-Indigenous education disparities entrust create a ripple effect and improve Indigenous health and employment opportunities. Children who attend school on a daily basis will be exposed to health and eudaimonia syllabus, putting their knowledge into practice at heart their biotic friendship.Indigenous Primary school children with regular attendance will have an ea sier transition into secondary school, with the improved likeliness of achieving a higher non-school qualification thus positively affecting the distri exclusivelyion of workers in society. For the purpose of this paper, the following tables bellow will be referred to and the information within will be use to support and stimulate discussion. innate SCHOOL ATTENDANCE RECORDINGS 3 TO 5 YEARS OF AGE AGE MAJOR CITY REMOTE champaign VERY REMOTE domain 3 31% 12% 14% 4 63% 59% 55% 5 87% 77% 70% Table 1 ancestry Population Characteristics, Aboriginal and Torres Strait Islander Australians, Australia, 2006 (cat. no. 4713. 0).This table shows the percentage of three to five twelvemonth old Indigenous children attending an educational world such as a preschool or primary school in a study(ip) city, unlike or real remote area. As expected, the attendance decreases as remoteness increases. There isnt oft quantify disparity with the four and five year old age groups attendance, however slight than half three year old Indigenous children in a major city attend an educational facility in a major city and then this figure almost halves once more when looking at children in very remote areas.INDIGENOUS SCHOOL ATTENDANCE RECORDINGS 15 TO 17 YEARS OF AGE AGE MAJOR CITY REMOTE AREA VERY REMOTE AREA 15 77% 67% 53% 16 60% 49% 34% 17 44% 29% 16% Table 2 Source Population Characteristics, Aboriginal and Torres Strait Islander Australians, Australia, 2006 (cat. no. 4713. 0) The results in this table are noticeably alarming. In remote and very remote areas, 50% or under of Indigenous teenagers from the ages of fifteen, sixteen and 17 years are attending school. If however 16% of seventeen year old Indigenous students are attending high school, then in that location is a very low chance of young Indigenous persons graduating from the final year of high school.In major cities, not even half of Indigenous seventeen year olds are attending high school. Its super unlikely that with an attendance rate is only 44% from seventeen year olds in major cities, that legion(predicate) of those students will continue on to complete a non-school qualification. HIGHTEST LEVEL OF SCHOOL COMPLETED BY INDIGENOUS SATUS AND AGE AGE GROUP 18-24 25-34 35-54 55 and over total Indigenous Highest Level (%) Year 12 or eq 32 28 15 8 19 Year 11 or kindred 14 13 9 2 11 Year 10 or equivalent 25 26 34 16 28 Non-Indigenous Highest Level (%) Year 12 or equivalent 71 68 76 27 45.Year 11 or equivalent 10 9 12 7 10 Year 10 or equivalent 13 16 29 26 24 Table 3 Source Population Characteristics, Aboriginal and Torres Strait Islander Australians, 2006 (cat. no. 4713) The information gathered in the above table shows that the highest school level qualification of Indigenous good deal is Year 10 or the equivalent and for Non-Indigenous people its Year 12 or equivalent. As assumed, for Indigenous persons, the amount of Year 12 completions declines with age. Indicating that perhaps, progra ms put in place to support Indigenous education has been effective. However, overall, only 19% of Indigenous persons have correct Year 12.Further studies showed that 14% of Indigenous people had effected Year 8 or the equivalent as their highest school qualification. This was exactly double the amount of Non-Indigenous persons who had completed Year 8 or the equivalent and only 5% lower than the amount of Indigenous persons who completed Year 12 or the equivalent. The disparity between Indigenous and Non-Indigenous young people (age 18 to 24 years) who have completed Year 12 of equivalent is a huge 40%.These statistics of the highest school qualification received reflects on the results of highest non-school qualifications. . Indigenous (%) Non-Indigenous (%) Males Females Males Females Higher than a knight bachelor degree 1. 0 1. 4 5. 9 5. 9 Bachelor degree 2. 9 5. 0 14. 3 16. 8 Advance Diploma or Diploma 3. 1 5. 3 7. 8 10. 3 Certificate III and IV level 15. 8 8. 3 25. 8 8. 5 Cer tificate I and II level 1. 4 2. 5 0. 7 1. 6 Certificate not further defined 1. 2 2. 0 1. 4 2. 7 not stated or inadequately stated 17. 6 13. 9 6. 2 7. 3 No non-school qualifications 57. 1 61. 7 37. 9 46. 8 PERSONS AGED 26-64 YEARS WITH A NON-SCHOOL QUALIFICATION BY INDIGENOUS status AND GENDER.Table 4 Source 2006 Census of Population and Housing, Australia, 2006 This table displays the non-school qualifications achieved by Indigenous and Non-Indigenous males and females. Following on from the highest school qualification results, it was not surprising to find that more Non-Indigenous Australians had received certificates III and IV, diplomas, advanced diplomas and Bachelor degrees or higher. It was disconcerting to note that more than 50% of Indigenous males and females had no non-school qualification. The majority of both Indigenous and Non-Indigenous Australians had completed a certificate III or IV.Further research showed that Indigenous persons living in major cities, when compa red to those in regional or remote areas, were more than two and a half times more likely to complete a non-school qualification (39% and 15% respectively). However, strangely for Non-Indigenous persons with a non-school qualification in remote communities, there was not a disparity as larger between those that get goingd in major cities (58% for major cities and 48. 6% for remote areas. LABOUR FORCE STATUS BY INDIGENOUS STATUS Indigenous Total (%) undecomposed Time applyment 27. 7 Part Time Employment 16. 6 Non-Indigenous Full Time Employment 50.0 Part Time Employment 19. 1 Table 5 Source 2006 Census of Population and Housing, Australia, 2006 The above is a small overview of the overall percent of full time and disassemble time employment for Indigenous and Non-Indigenous Australians. ABSENTEEISM Days Absent Total Days School Terms disoriented Years of School Missed 1 day per week 451 9 2 years, 1 consideration 1. 5 age per week 676. 5 13. 5 3 years, 1. 5 terms 2 long time per week 902 18 4 years, 2 terms 3 years per week 1353 27 6 years, 3 terms 5 weeks per term 1127. 5 22 5 years, 2 terms middling 5 days per term 220 5. 5 1 year, 1. 5 terms Average 10 days per term 440 11 2 years, 3 terms ABSENTEEISM OVER A LONG PERIOD OF m Table 6 Source Cycles For Success DETE, SA, 2002 p. 44. The above table calculates the impact of absenteeism over a long period of time, highlighting the severity of prolonged absenteeism. Even a child who only has 5 days off a term, every term can be affected they will miss a total of 1 year and 1. 5 terms, thats a lot of curriculum covered in that time. An abridged version of Reasons for prolonged absenteeism from School attendance and retention Of Indigenous Australian students. Parental-condoned absenteeism, parents failing to absorb their legal responsibilities Poor parental/carer attitudes towards schools Insufficiently valuing education Inadequate welfare support practices, especially in the early years of schoolin g Inconsistent approach to absenteeism between and within schools Unsuitable curriculum for well-nigh pupils Too few out-of-school/alternative curriculum places Bullying, peer pressure, cool to skip school pretermit of career aspirations and low self esteem Inconsistent policies and practices of local schools, education welfare services and schools form _or_ system of government documents on attendance Inconsistent referral policies between schools. Local unemployment, poverty, poor fellowship facilities Differences between boys and girls aspirations and achievements (Purdie Buckley, 2010) MOST recently ANNOUNCED GOVERNMENT STRATERGY In December, 2013 Indigenous Affairs Minister Scullion released an announcement of a new two- year strategy to improve Indigenous school attendance. A child attending school 70 per cent of the time is not receiving a proper education.A recent COAG report on education showed there had been no improvement in attendance of Indigenous students over the past five years and in some areas it is going stakewards. It is horrific to think that in the Northern Territory, only 13 per cent of kids are attending school 80 per cent of the time. This has to change. Minister Scullion said the two-year strategy, which is in addition to strategies discussed by COAG last week, would improve school attendance by engaging local people in to each one friendship to get kids to school. $28. 4 million will be provided over two years to ?Employ Attendance Supervisors to manage and develop up to five School Attendance Officers in each community ? Appoint School Attendance Officers through the Remote Jobs and Communities Programme (RJCP) to work with families to get kids to school. Five officers will be engaged for each 100 enrolled children (scaled to suit local situations) ? Provide support for children to attend school with funds from the Indigenous Communities Strategic Investment and Community Development Funds for uniforms, vehicles an d office space Schlievs, M. (2011). evaluation of Two Year Strategy RECOMMENDATIONS Introduce vocational training within schools Vocational training should be encouraged at a school level.It not only provides a post school avenue into a non-school qualification, but it provides incentive for everyday attendance and a valid reason to participate in school. Students who dont intend on completing year 12 can obtain a non-school qualification before they leave high school, providing them with a means to enter a non- school qualification post-high school if they so wish. It will also allow students to go straight into employment post school. Schools can be set up to accommodate VET (Vocational Education and Training) and VCAL (Victorian Certificate of Applied Learning).These structured programs devolve in schools allow high school aged children to engage in hands-on learning in the classroom with small assessment tasks leading to a certificate. Many Australian Indigenous communities a re low socioeconomic areas if their high schools operate these programs within the school they are providing a financially viable trend for students to review a non-school qualification. Adapt curriculum to incorporate Indigenous cultural needs and wants Many Indigenous students have poor attendance because the school curriculum does not appeal to them, their family or their communities culture.To have students actively engaged in school, both attendance and their education, the school syllabus needs to reflect the environment the children live in. Simple adoptions can make a large difference to a childs education. For example, ensuring the level appropriate reading lists has Indigenous story books. There are a large range of Australian Indigenous childrens picture books and novels for older children that are written by Indigenous authors and based in Indigenous communities.If a child is reading a book with a setting theyve never encountered before, it will become voiceless to eng age the child in activities and it will become easier for the child to become free in their education and as a result their attendance will decrease. Art and storytelling are prominent features of Australian Indigenous culture, so is spending time exploring the natural environment and learning valuable lessons from community Elders in regards to understanding the natural resources in the area, such as edible plants.Unfortunately, these skills the children acquire in their folk life arent reflected in school curriculum, making the children and their families feel not only that their culture isnt valued, but attending school isnt relevant to them and their community lifestyle. Encouraging more parent engagement in childrens schooling It is easier for a child to attend school if the parent or protector encourages, supports and helps further their education in the home. When parents are stringent on their childs attendance, it assists the school in having the child attend each day. For a parent to be involved in the childs formal learning, they must be a involved with the school community.Schools and educators acknowledge that learning first comes from the home, and in the case of Indigenous culture, it comes from the wider community. It would be very fitting for the school in Indigenous communities to run community days and activities in which the children and their families can participate, making it easier for families to accept the school as part of the community. Financial care outside of school educational assistance Indigenous students can miss large portions of school during the time of Sorry Business. When Aboriginal people mourn the loss of a family member they practice Aboriginal demolition ceremonies, or Sorry Business.The family will leave the community for an extended period of time, and if they choose to return to the community, they will move houses. This can cause a large amount of absence for a school child, or if they move to a new communi ty, they may never enrol back into school again. Its difficult for a child to generate up on such a prolonged absence. If, as part of the national plan for lack of Indigenous student absences, a funded educator could assist children a community centre, such as a religious place, health centre of community recreation centre to catch up on missed school work, it would be most beneficial.This program could also be used to provide extra assistance to children who are falling behind in their school work, before they reconcile its too difficult and never return to school. Initiatives such as this are respectful to the culture, but also combat the issue of students not returning to school after prolonged absence. CONCLUSION It is eventful to first discover what is causing the problem, before deciding on a strategy to solve a problem. Indigenous communities need to find out from their youth what would encourage them to attend and be engaged at school. Education is a foundation for any co mmunity, whether it is developed or developing.In the case of Australian Indigenous communities, school ages education doesnt only assist a person achieve a qualification, it is authoritative for social development, encouraging health and wellbeing in a community and will enhance time to come employment opportunities. There is a pressing need for an Australian Indigenous Education Reform. This need for reform is especially necessary in remote and northern, socially disadvantaged Australian communities where attendance rates are low, along with low academic outcomes by Australian national standards.This reform needs to ensure consideration of Indigenous cultural needs and wants. Any recommendations that have been made, can be adapted to assist with alike(p) situations in various countries with remote education being behind the national benchmark in major cities. REFERENCES Abs. gov. au. (2014). Indigenous statistics for schools. online Retrieved from http//www. abs. gov. au/websited bs/cashome. nsf/4a256353001af3ed4b2562bb00121564/95ed8 14872649b0dca25758b000314ef OpenDocument Accessed 12 February.Abs. gov. au. (2014). Indigenous statistics for schools. online Retrieved from http//www.abs. gov. au/websitedbs/cashome. nsf/89a5f3d8684682b6ca256de4002c809b/5cd416 49a06a3033ca25758a0080249e OpenDocument Accessed 20 February 2014. Coag. gov. au. (2014). Closing the gap in original disadvantage council of australian governments (coag). online Retrieved from https//www. coag. gov. au/closing_the_gap_in_indigenous_disadvantage Accessed 20 February 2014. Daretolead. edu. au. (2014). Attendance research and approaches. online Retrieved from http//www. daretolead. edu. au/RES_IS_ATT 12 February 2014. Ferrari, J.. (2012). Reforms failing to close indigenous schools-gap.The Australian. Humanrights. gov. au. (2014). Statistical overview. online Retrieved from http//www. humanrights. gov. au/publications/statistical-overview-aboriginal-and-torres-strait- islander-peoples-au stralia-social Accessed 12 February 2014. Indigenous. gov. au. (2013). Minister scullion government unveils plan to get remote indigenous children back to school indigenous. gov. au. online Retrieved from http//www. indigenous. gov. au/minister-scullion-government-unveils-plan-to-get-remote- indigenous-children-back-to-school/ Accessed 12 February 2014. Kearns, K. (2010).The business of childcare. Frenchs Forest, N. S. W. Pearson Australia. Kearns, K. Austin, B. (2007). Birth to big school. Frenchs Forest, N. S. W. Pearson Education Australia. Mychild. gov. au. (2014). Programs for indigenous families mychild. online Retrieved from http//www. mychild. gov. au/pages/FamiliesProgIndigenousFam. aspx Accessed 3 January 2014. Purdie, N. Buckley, S. (2010). School attendance and retention of indigenous australian students. issues paper no. ERIC. Schlievs, M. (2011). Aboriginal children in remote areas missing school for weeks. The Australian, September.