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This is the fourth 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). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved not only in 2004 but also over the period of the 2001-2004 funding quadrennium. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. Most of the 2004 national benchmark testing results for Indigenous students are better than previous years, yet there are still areas, especially numeracy, where there has been little improvement. There has been an increase in the numbers of Indigenous enrolments in preschools from 2001 to 2004. However, results in the schooling sector were mixed. Whilst there was an overall 17% increase in Indigenous enrolments since 2000 indicating more Indigenous students participating in schooling, there has been little improvement in overall attendance rates during the quadrennium. Indigenous apparent retention rates were variable and only one of the four grade progression ratios improved in 2004. Overall Year 12 enrolments increased by 22% during the 2001-2004 quadrennium. VTE continues to provide an important pathway for Indigenous people by delivering a broad range of personal, family and community benefits as well as employment and economic benefits. During 2001 to 2004 there have been some significant shifts in participation that saw the overall proportion of Indigenous students enrolled in government VTE institutions fall sharply. A key area of success in the VTE area continues to be New Apprenticeships. In 2004, Indigenous students were more likely to complete courses than in previous years of the quadrennium. Access and participation rates were at much the same levels in 2004 as they were over the quadrennium in the higher education sectors and the gaps in terms of access and participation have widened between 2001 and 2004. At the same time, the success and retention rates have moved fractionally upwards since 2001. The trend towards increased numbers of Indigenous students completing bachelor and higher level courses and the consequent closure of the gap between Indigenous and non-Indigenous students at these levels is positive, although Indigenous award course completions need to increase significantly to reach parity with non-Indigenous students. It is encouraging that the number of Indigenous students gaining admission to higher education having completed the final year of secondary education has increased, particularly in the context of declining commencing student numbers. Show less

The study examined the impact of acquiring post-school vocational and technical education (VTE) qualifications on young people’s labour market outcomes by around their mid twenties. Separate analyses were undertaken of the impact for young people in general and for those who experienced a substantial period of unemployment before completing the VTE qualification. The study found that VTE qualifications significantly improved the employment outcomes of both Year 12 completers and early school leavers, as well as for those who experienced lengthy periods of unemployment. The increase in the likelihood of being in full time employment by age 22 years in the case of the longer term unemployed school leavers was of the order of 10-13 percentage points. The most beneficial VTE qualification was an apprenticeship or traineeship. The multivariate statistical analyses used Longitudinal Surveys of Australian Youth (LSAY) data.

Published abstract reprinted by permission of the copyright owner. Show less

This review was undertaken to address the employment and other economic outcomes of the Language, Literacy and Numeracy Programme (LLNP). This request was made as part of the Expenditure Review Committee (ERC) decision to allocate an extra $4.1 million to LLNP in 2004-05. The additional funding was approved in the context of the ‘Review of settlement services for migrants’, which found that there was a need for increased provision of language training for migrants who had completed the hours provided to them as part of their settlement package. The review was undertaken by an independent evaluation unit within the [then] Department of Education, Science and Training, using existing program administration data and data from a post-program monitoring survey of clients three months after exiting the program (conducted by the Department of Employment and Workplace Relations). This report of the review addresses the terms of reference and provides a range of recommendations for improvements in the future operation of the program. Key messages of the review are that: (1) Australian and international research shows a clear association between improved levels of literacy and improved employment outcomes. In line with these findings, LLNP addresses clients’ barriers to employment and further education by providing language, literacy and numeracy training. Its outcomes are therefore measured primarily in terms of skills gains; (2) LLNP has measurably improved the skill levels of participants and thereby the likelihood of participants finding employment, entering further education and coming off income support; (3) LLNP does not duplicate other training funded by Australian Government agencies and further research is needed to establish any gaps and duplication in relation to State and Territory funded programs; (4) data collection systems for the program should be improved to enable data exchange with the Adult Migrant English Programme funded by the Department of Immigration and Multicultural and Indigenous Affairs (DIMIA), and to improve the recording of clients’ skills outcomes and provider administrative performance; and (5) LLNP provides training at a better rate per hour when compared to similar courses provided by DIMIA or the vocational education and training (VET) sector, and the cost of providing places has fallen over the life of the project. Show less

This is the third in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training. It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. In addition, the report provides important information for Indigenous and non-Indigenous Australians, the educational community and Indigenous students. The report discusses progress against the four major goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP), as well as culturally appropriate education services. The four AEP goals are: (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. The major developments in these areas for Indigenous people in the vocational education and training (VET) sector in 2003 include: a decline in the number of Indigenous VET students for the first time since the 1990s; strong growth in the number of Indigenous people participating in New Apprenticeships and traineeships; an increase in the number of New Apprenticeship course completions at higher levels; higher levels of representations of non-government VET providers; an overall decline in the number of Indigenous people employed in most government VET systems; a substantial increase in non-government VET institutions in both the number of Indigenous employees and in their full time equivalent employment; and more than half of the Indigenous Education Strategic Initiatives Programme (IESIP) professional development targets for VET were achieved. The contents are: Executive summary; Reporting on Indigenous education and training; Preschool; Schools; Vocational education and training; Higher education; National programmes; Payments under the Indigenous Education (targeted assistance) Act 2000 and other payments. Included as appendices are: The national Aboriginal and Torres Strait Islander Education Policy (AEP); Preschool statistical tables; School statistics tables; Vocational education and training statistical tables; Higher education statistical tables; performance in higher education - gender differences. Show less

This report was commissioned by the Indigenous Engagement Project to develop a model for the effective delivery of e-learning programs to Indigenous learners by registered training organisations, individuals, communities, and other organisations. The report involved a comprehensive analysis of e-learning activity within Indigenous communities across Australia and it identifies key strategies that have resulted in positive training outcomes for Indigenous learners. The types of e-learning activity investigated included the application of electronic media in the delivery of training and education such as the use of web, CD-ROM or computer-based learning resources and online assessment activities. Key factors contributing to the positive training outcomes included ensuring community involvement and ownership, providing flexibility in program design, content and delivery, and incorporating Indigenous identities, cultures, knowledge and values into training and education programs. Considerable evidence of e-learning and innovation occurring within Indigenous communities at a national level was found although much of it is in isolated pockets. The outcomes described in the report will be used by the Indigenous Engagement Project to develop strategies for 2006 and beyond. Show less

This report, which is to be produced annually, is based on outcomes achieved in 2001 and documents the progress of Indigenous education and training in Australia. It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. In addition, the report provides important information for Indigenous and non-Indigenous Australians, the educational community and Indigenous students. Data has mainly been derived from official national collections or from Indigenous Education Strategic Initiatives Programme (IESIP) data. IESIP covers over 90% of Indigenous students in education and training. The monitoring and reporting of progress for these students is based on eight priority areas endorsed by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in 1995. These are: literacy, numeracy, educational outcomes, enrolments, Indigenous employment, professional development of staff involved in Indigenous education and training, involvement of Indigenous parents and communities in education and training, and culturally inclusive curricula. The last four of these priorities are discussed collectively as Indigenous presence, involvement and influence. The introductory chapters provide an executive summary presenting highlights of improvements and continuing gaps in outcomes for Indigenous students, information about the national report, and contextual information associated with the history of, and current policies and social influences on, Indigenous education and training in Australia. The report is then structured according to the four main sectors of education and training in Australia: preschool (chapter three), schooling (chapter four), vocational education and training (VET) (chapter five), and higher education (chapter six). A similar structure is followed in each of these chapters, based on the eight MCEETYA priority areas. Each chapter begins with introductory information, data and discussion about Indigenous presence, involvement and influence. This is followed by the key areas of enrolments and educational outcomes. Chapter seven provides progress information on the National Indigenous English Literacy and Numeracy Strategy (NIELNS) and chapter eight reports on payments under the Indigenous Education (Targeted Assistance) Act 2000. Appendices and bibliography are included. Show less

Research, analysis and evaluation underpin the ability of the Department of Employment, Science and Training (DEST) to provide the Australian Government with effective and timely policy support. Through the education, science and training portfolio, the Government is committed to achieving the following outcomes: (1) individuals achieve high quality foundation skills and learning outcomes from schools and other providers; (2) individuals achieve relevant skills and learning outcomes from post school education and training; and (3) Australia has a strong science, research and innovation capacity and is engaged internationally on science, education and training to advance the country's social development and economic growth. Research affords DEST a deeper understanding of the education, science and training policy environment, contributes a strong evidence base for decision making, and allows the Department to anticipate the need for future policy development. This Triennial Research Plan locates the research work of the Department within the context of the Government's overall strategic and operational priorities. Its objectives are to give coherence to current and future research activity of DEST and to outline the role that research will play in the achievement of portfolio outcomes over the next three years. The Triennial Research Plan is a rolling plan and will be reviewed annually and monitored on a quarterly basis. Show less

This report examines the destinations of school leavers who had participated in the Structured Workplace Learning (SWL) program while in either Year 11 or Year 12, and who left school in 2002. Structured workplace learning provides opportunities for students in secondary school to experience the workplace, and is often an integral part of vocational education and training (VET) programs undertaken by school students. Funded by the Australian Government through the former Enterprise and Career Education Foundation (ECEF), the fourth annual Student Destination Survey (SDS) sought to ascertain the labour market and education and training destinations of this target group of school leavers. Participants in the survey were asked about: the nature of their study while at school; whether they were studying or working at the time of the survey; and whether SWL had helped them attain their post-school destination. The findings show that there has been an increase in the proportion of SWL participants going on to full-time study, while a substantial group (35%) were in full-time employment, and one in five were undertaking a traineeship or apprenticeship. Overall, the survey indicates that SWL programs are playing a positive role in the support of young people's transitions from school to their career destinations. Show less

This is the second in a series of annual reports to the Australian Parliament that tracks progress in Indigenous education and training. It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. In addition, the report provides important information for Indigenous and non-Indigenous Australians, the educational community and Indigenous students. Data has mainly been derived from official national collections or from Indigenous Education Strategic Initiatives Programme (IESIP) data. IESIP covers over 90% of Indigenous students in education and training. The report focuses on outcomes achieved in Indigenous education and training, comparing them with those of 2001 in order to enable education providers to evaluate their progress in the national context. It identifies four priority areas relating to improving outcomes for Indigenous students: literacy and numeracy, enrolments, attendance and retention and the gaining of qualifications. The report also looks at outcomes relating to developments in Indigenous influence, involvement and presence in 2002 in four priority areas: Indigenous employment, professional development of staff involved in Indigenous education and training, involvement of Indigenous people in decision making and the development of culturally inclusive curricula.

The introductory chapters provide an executive summary presenting highlights of improvements and continuing gaps in outcomes for Indigenous students, information about the national report, and contextual information associated with the history of, and current policies and social influences on, Indigenous education and training in Australia. The report is then structured according to the four main sectors of education and training in Australia: preschool (chapter three), schooling (chapter four), vocational education and training (VET) (chapter five), and higher education (chapter six). Each chapter begins with introductory information, data and discussion about Indigenous presence, involvement and influence. This is followed by the key areas of enrolments and educational outcomes. Chapter seven provides progress information on the National Indigenous English Literacy and Numeracy Strategy (NIELNS) and chapter eight reports on payments under the Indigenous Education (Targeted Assistance) Act 2000.

The report concludes that 2002 built on the gains made in 2003 and was an encouraging year for Indigenous education with positive outcomes reported on many of the key indicators of progress on all levels from preschool to university. However, there remain very large gaps between Indigenous and non-Indigenous educational outcomes.

The first report, ‘The national report to Parliament on Indigenous education and training, 2001’ is indexed at TD/TNC 71.706. Show less

This is the fifth 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). It enables the Commonwealth Minister for Education, Science and Training to report to the Parliament at the end of each funding year on outcomes associated with Indigenous education and training. This report gives an account of educational outcomes achieved in 2005. Four priority areas relate to improving outcomes for Indigenous students in literacy and numeracy, enrolments, attendance and retention, and in education outcomes across the pre-school, school, vocational and technical education (VTE) and higher education sectors. The Indigenous scores in the 2005 national benchmark testing program are lower than the 2004 scores on eight of the nine benchmarks, and in eight of the nine cases the gaps between Indigenous and all students’ outcomes widened between the two years. Since benchmark testing began in 1999, there are few signs of sustained overall improvement with the gaps between Indigenous and non-Indigenous outcomes tending to widen. While there are more Indigenous students participating in schooling there has been little improvement in overall attendance rates. There remain significant gaps in the rates of Indigenous and non-Indigenous students at the primary school level and greater gaps at the secondary level.

In 2005, the vocational education and training (VET) sector continued to provide an important service to Indigenous people. More Indigenous Australians than ever were enrolled in a VET course in 2005. Apart from potential employment and economic benefits, VET also delivers a broad range of personal, family and community benefits that are attractive to Indigenous people. VET provides an important and valid alternative pathway to other forms of education and training for two of the most marginalised groups, young Indigenous people and Indigenous men. In 2005, about one Indigenous VET student in seven was aged 16 or less, twice the rate of non-Indigenous students. For every one Indigenous male university student there are eleven Indigenous male VET students. Many Indigenous students are using VET as a first step to making up the gaps in their previous education and training. Almost half of Indigenous students are enrolled in courses at the AQF Certificate I and II levels, twice the non-Indigenous rate. At the higher levels of study, the gap between Indigenous and non-Indigenous student outcomes is growing. A key area of success continues to be New Apprenticeships. There were overall record numbers of Indigenous New Apprentices in 2005 and record numbers undertaking AQF Certificate III and higher level courses. The number of New Apprenticeships course completions continues to grow and in 2005 a record 3,490 Indigenous students successfully completed their course, with 60% of completions at the AQF Certificate III and higher levels. Overall, Indigenous students achieved 2.5% of all New Apprenticeships completions in 2005 which matches their overall participation rate. The outcomes for Indigenous people who finish their VET course are encouraging. The 2005 Student Outcomes Survey shows that 68% of Indigenous graduates were employed following graduation, up by eight percentage points from 2004.

In the higher education sector the number of Indigenous students has continued to decline and in 2005, enrolments were at their lowest point for the last five years. In recent years, Indigenous students undertaking higher education courses have continued to show greater improvement against the progress rate indicator than non-Indigenous students. As a result the gap between Indigenous and non-Indigenous students in this performance area has narrowed. The rate of growth in Indigenous staff numbers in higher education institutions has increased substantially each year since 2001. While Indigenous people remain under-represented in relation to total staff numbers and the proportion of Indigenous students, the gap is closing. Show less