- Australia. Department of Education, Science and Training (DEST) (7)
- Australia. Productivity Commission. Steering Committee for the Review of Government Service Provision (SCRGSP) (7)
- Boughton, Bob (5)
- Durnan, Deborah (5)
- Australian National Training Authority (ANTA) (4)
- Hughes, Paul (4)
- Australia. Department of Employment, Education and Training (DEET) (3)
- Australian National University. Centre for Aboriginal Economic Policy Research (CAEPR) (3)
- Ainsworth, Geoff (2)
- Australia (2)
- Australia. IESIP SRP National Coordination and Evaluation Team (2)
- Australia. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2)
- Australian Committee for Training Curriculum (ACTRAC) (2)
- Cumming, Jim (2)
- Dusseldorp Skills Forum (DSF) (2)
- Review of Indigenous education in the Northern Territory: draft report
The Northern Territory government commissioned an independent review of Indigenous education in 2013 to get an informed understanding of the impact of current programs and initiatives. The scope of this review includes assessing the impact of Australian and Northern Territory government expenditure to improve education outcomes for Indigenous students in the Northern Territory, from both a remote and urban area perspective. It will also assess the effectiveness of programs and initiatives directed at school attendance, teaching and learning approaches, the Indigenous education workforce partnership and approaches for greater community involvement in education. Following research and consultation with key stakeholders and the general public, this draft report has been prepared to present the findings and recommendations for the future of Indigenous Education in the Northern Territory. The final version of the report, due in March 2014, will include further appendices containing more detailed data about some aspects of Indigenous education in the Northern Territory.
The Northern Territory government commissioned an independent review of Indigenous education in 2013 to get an informed ... Show Full Abstract
- Closing the Gap: Prime Minister's report 2014
The Closing the Gap framework and the six targets set by the Council of Australian Governments (COAG) is a national approach initiated in 2008, to close the gap between Indigenous and non-Indigenous people. The six targets relate to life expectancy, child mortality, education and employment. The framework involves considerable investment by governments across seven inter-linked areas, known as 'building blocks', which have been underpinned by a series of Indigenous-specific and mainstream National Partnership Agreements between the Australian, state and territory governments.
The Closing the Gap framework and the six targets set by the Council of Australian Governments (COAG) is a national approach ... Show Full Abstract
- Wur-cum barra: the Victorian public sector Indigenous employment strategy
This initiative of the Victorian Government aimed to improve the diversity and responsiveness of the Victorian public sector to Indigenous issues by increasing Indigenous employment across the whole of the public sector. It establishes a 'whole of government' strategic framework for co-ordinating and sustaining government efforts to achieve a greater representation of Indigenous people within all areas and levels of the public sector, which includes the Victorian Government's nine key departments and 12 public service agencies (the Victorian Public Service) and over 200 public authorities such as schools, TAFEs and hospitals. The core components of the Wur-cum barra framework which will guide activity across the Victorian Public Sector include: Indigenous employment plans; employment targets; performance indicators; government-wide strategies; and ministerial oversight and departmental leadership.
This initiative of the Victorian Government aimed to improve the diversity and responsiveness of the Victorian public sector ... Show Full Abstract
- Not just a dream: Aboriginal student pathways to higher level qualifications in TAFE NSW
The NSW Board of Vocational Education and Training (BVET) commissioned this study into Aboriginal pathways to higher level qualifications in TAFE NSW. The study was guided by a reference group chaired by Kate Baxter, Institute Director, TAFE NSW Western Institute. The aim of the study was to identify a range of pathways taken by Aboriginal students, either into higher level qualifications at AQF Certificate III and above, or into employment. The study focused on 15-24 year old Aboriginal students who commenced their studies for the first time in 2005. The study also aimed to identify the critical factors that assist young Aboriginal students to progress successfully into higher level qualifications as well as the barriers preventing their progression. This project does not provide a complete picture of [vocational education and training] VET outcomes for Aboriginal students. Firstly, it is limited to student experience within TAFE NSW and does not include VET undertaken with other registered training organisations (RTOs). Secondly, it is limited to students who self-identified as Aboriginal on enrolment.
The NSW Board of Vocational Education and Training (BVET) commissioned this study into Aboriginal pathways to higher level ... Show Full Abstract
- Review of higher education access and outcomes for Aboriginal and Torres Strait Islander People: final report [Behrendt review]
A review panel was established to examine how higher education outcomes among Aboriginal and Torres Strait Islander people contribute to nation building and the reduction of Indigenous disadvantage. Closing the gap in Indigenous disadvantage is part of the reform agenda set out in the Australian Government’s response to the Bradley Review of higher education. An opportunity was given to respond to a context paper released by the panel on 19 September 2011. Submissions were received in response. A number of research reports were also commissioned by the Australian Government. The report of the review highlights the role that higher education plays in improving health, education and economic outcomes for Aboriginal and Torres Strait Islander people. The report found that the current participation of Aboriginal and Torres Strait Islander people in higher education is significantly below parity with the population as a whole. The report proposes for a future where it is unremarkable for an Aboriginal or Torres Strait Islander person to aspire to university. It also presents a vision where Aboriginal and Torres Strait Islander world views and perspectives are valued and contribute to Australia’s knowledge base. The report acknowledges that government can only effect change with the cooperation of universities, professional bodies and communities. It also: focuses on current approaches impacting participation and completion by Aboriginal and Torres Strait Islander students; focuses on the role of Aboriginal and Torres Strait Islander staff in universities, particularly in academic and research roles; and recommends a lead role for the Indigenous Higher Education Advisory Council to lead the development of an Aboriginal and Torres Strait Islander Higher Education and Research Strategy and to progress the findings of the review.
A review panel was established to examine how higher education outcomes among Aboriginal and Torres Strait Islander people ... Show Full Abstract
Corporate authors: Australia. Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE)
Geographic subjects: Australia; Oceania
Resource type: Report
Series name: Review of higher education access and outcomes for Aboriginal and Torres Strait Islander People
Subjects: Indigenous people; Higher education; Equity;
- National Best Practice Framework for Indigenous Cultural Competency in Australian Universities
In 2009 Universities Australia, in collaboration with the Indigenous Higher Education Advisory Council (IHEAC), obtained support and grant funding from the Department of Education, Employment and Workplace Relations (DEEWR) to undertake a two year project on Indigenous cultural competency in Australian universities. The aim of the project was to provide the Australian higher education sector with a best practice framework comprising the theoretical and practical tools necessary to embed Indigenous cultural competency at the institutional level to provide encouraging and supportive environments for Indigenous students and staff, whilst providing non-Indigenous graduates with the knowledge and skills necessary for providing genuinely competent services to the Australian Indigenous community. For the purposes of this document, cultural competence is defined as: student and staff knowledge and understanding of Indigenous Australian cultures, histories and contemporary realities and awareness of Indigenous protocols, combined with the proficiency to engage and work effectively in Indigenous contexts congruent to the expectations of Indigenous Australian peoples. The project comprised three primary stages: (1) a stocktake of existing Indigenous cultural competency initiatives and programs in Australian universities to establish a clear baseline for Indigenous cultural competency activity; (2) four pilot projects of different aspects of cultural competency which were identified through the stocktake process as gaps in current knowledge and practice; and (3) the development of a National Best Practice Framework for Indigenous Cultural Competency in Australian Universities, to be informed by the stocktake of Australian institutions, the pilot projects and international and national examples of best practice. This report represents both the third of those stages and the culmination of the project as a whole. Drawing heavily upon the results and findings of the first two stages of the project, this report provides a theoretical and evidential underpinning for cultural competence within the higher education context. While the report can stand alone, it is intended to support the content of the companion document, 'Guiding principles for developing cultural competency in Australian universities', which is intended to be a more practical tool for institutional use.
In 2009 Universities Australia, in collaboration with the Indigenous Higher Education Advisory Council (IHEAC), obtained ... Show Full Abstract
- Indigenous Economic Development Strategy 2011-2018
This document details an Australian Government policy framework that aims to support the increased personal and economic wellbeing of Indigenous Australians through greater participation in the economy. It focuses on five priorities to improve the prosperity of Indigenous Australians: (1) strengthen foundations to create an environment that supports economic development; (2) invest in education; (3) encourage participation and improve access to skills development and jobs; (4) support the growth of Indigenous business and entrepreneurship; and (5) assist individuals and communities to achieve financial security and independence by increasing their ability to identify, build and make the most of economic assets. Each priority contains a set of objectives that will guide Australian Government decision making, policy and program development through to 2018. The strategy details a number of actions to 2013. These actions are already underway or are soon to commence. They will be updated every three years to ensure that the Government continues to respond to new opportunities and challenges.
This document details an Australian Government policy framework that aims to support the increased personal and economic ... Show Full Abstract
- Overcoming Indigenous disadvantage: key indicators 2011
In 2002, Australian governments collectively made a renewed commitment to overcoming the disadvantage experienced by many Indigenous Australians. As part of this commitment, governments agreed to a regular public report on progress - the Overcoming Indigenous Disadvantage: Key Indicators report. This is the fifth edition of that report. It draws on extensive evidence to identify the areas where government policies can have the greatest impact. Over time, the report measures the broad effects of those policies and reveals where more effort is required. This was recognised in an updated terms of reference for this report, provided in 2009 by the Prime Minister on behalf of the Council of Australian Governments (COAG): The OID [Overcoming Indigenous Disadvantage] report has been used by Governments and the broader community to understand the nature of Indigenous disadvantage and as a result has helped to inform the development of policies to address Indigenous disadvantage. This report provides a clear summary of current outcomes, and some examples of programs and policies that appear to be improving those outcomes. The report has three main parts: (1) an overview, which summarises the report's key messages; (2) the main report, which provides the evidence base supporting the report's framework, and more detailed information on outcomes; and (3) attachment tables (available electronically), which expand on the data used in the report. [Also included are a set of nine fact sheets].
In 2002, Australian governments collectively made a renewed commitment to overcoming the disadvantage experienced by many ... Show Full Abstract
Corporate authors: Australia. Steering Committee for the Review of Government Service Provision (SCRGSP)
Geographic subjects: Australia; Oceania
Resource type: Report
Subjects: Indigenous people; Performance; Vocational education and training;Secondary education; Primary education; Statistics; Economics; Outcomes; Governance; Disadvantaged; Labour market; Culture and society; Participation; Demographics; Employment; Disability; Teaching and learning; Youth show more
- Aboriginal and Torres Strait Islander education action plan 2010-2014
The purpose of the Aboriginal and Torres Strait Islander Education Action Plan (the Plan) is to assist education providers to accelerate improvements in the educational outcomes of Aboriginal and Torres Strait Islander children and young people. The Plan seeks to progress the goals of the National Aboriginal and Torres Strait Islander Education Policy and the Melbourne Declaration on the Educational Goals of Young Australians and is part of a broader Council of Australian Governments (COAG) reform agenda for school education that will contribute to closing the gap between the educational outcomes of Aboriginal and Torres Strait Islander students and their peers. The Plan reflects commitments by governments through COAG to introduce substantial structural and innovative reforms in early childhood education and schooling as outlined in national agreements between the Australian Government and State and Territory Governments. These reforms are designed to improve outcomes for all Australian students by increasing access to quality early childhood education, improving literacy and numeracy achievement, addressing disadvantage in low socio-economic status school communities, improving teacher quality and increasing the number of young people attaining a Year 12 or equivalent qualification. The Plan identifies national, systemic and local level action in six priority domains that evidence shows will contribute to improved outcomes in Aboriginal and Torres Strait Islander education: (1) readiness for school; (2) attendance; (3) engagement and connections; (4) literacy and numeracy; (5) leadership, quality teaching and workforce development; and (6) pathways to real post-school options. These priorities and actions will guide effort over the next five years.
The purpose of the Aboriginal and Torres Strait Islander Education Action Plan (the Plan) is to assist education providers ... Show Full Abstract
- Aboriginal education: report of the House of Representatives Select Committee on Aboriginal Education, September 1985
The terms of reference of the Select Committee on Aboriginal Education were to in quire into and report on all aspects of Aboriginal education with particular reference to: (1) the educational needs of Aboriginal and Torres Strait Islander people including the effect on these needs of environmental, social and cultural factors; (2) means of promoting wider and more effective participation of Aboriginal and Torres Strait Islander people at all levels in the development and implementation of appropriate programs and curricula; (3) the most effective methods of providing appropriate education for Aboriginal and Torres Strait Islander people at all levels, having regard to the expressed needs of the Aboriginal communities and organisations and to the respective responsibilities of (a) the State, Northern Territory and Commonwealth governments; and (b) Aboriginal communities and other agencies administering Aboriginal education programs; (4) the effectiveness of funding arrangements, including (a) whether the best use is made of available funds; and (b) whether present priorities as between States Grants and Grants-in-Aid are appropriate; (5) the effectiveness of existing programs and special support schemes including (a) Aboriginal student assistance schemes; (b) enclave support schemes; (c) independent Aboriginal schools; (d) bilingual and bicultural education programs; and (e) pre-employment and vocational training courses; and (6) the recruitment and training of Aboriginal and non-Aboriginal teachers and teacher assistants.
The terms of reference of the Select Committee on Aboriginal Education were to in quire into and report on all aspects of ... Show Full Abstract