Overcoming indigenous disadvantage - key indicators
Steering Committee for the Review of Government Service Provision
E-Publications; E-Books; PublicationNT
2003-11
The OID report measures the wellbeing of Aboriginal and Torres Strait Islander Australians, and Aboriginal and Torres Strait Islander Australians have been actively involved in the development and production of the report. Section 1.1 describes the origins of the report, and section 1.2 describes its key objectives. Section 1.3 provides contextual information on the Aboriginal and Torres Strait Islander population. Section 1.4 includes a brief historical narrative to help put the information in the report into context. Section 1.5 summarises some recent developments in government policy that have influenced the report and section 1.6 provides further information on the Steering Committee and the OID Working Group that advises it.
"These reports generally uses the term ‘Aboriginal and Torres Strait Islander Australians’ to describe Australia’s first peoples and ‘non-Indigenous Australians’ to refer to Australians of other backgrounds, except where quoting other sources." Aboriginal and Torres Strait Islander people should be aware that this publication may contain images of deceased people.
Preliminaries -- Overview chapter -- Introduction -- The framework -- Key themes and interpretation -- COAG targets and headline indicators -- Governance, leadership and culture -- Early child development -- Education and training -- Healthy lives -- Economic participation -- Home environment -- Safe and supportive communities -- Outcomes for Torres Strait Islander people -- Measuring factors that improve outcomes -- Appendices.
English
Aboriginal Australians -- Ecoomic conditions; Aboriginal Australians -- Social conditions; Public welfare administration -- Australia; Aboriginal Australians -- Services for; Closing the Gap of Indigenous Disadvantage (Australia)
Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision
Canberra (A.C.T.)
5 volumes (various pagings) : charts, colour map ; 30 cm.
application/pdf
9781740375917 (Print); 9781740375900 (PDF)
1448-9805 (Print); 2206-9704 (Online)
Copyright
Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision
https://www.legislation.gov.au/Details/C2019C00042
https://hdl.handle.net/10070/267090
https://hdl.handle.net/10070/445158
https://hdl.handle.net/10070/445153; https://hdl.handle.net/10070/445154; https://hdl.handle.net/10070/445156; https://hdl.handle.net/10070/445151
COAG TARGETS AND HEADLINE INDICATORS 4.29 Year 3 (from 25.2 to 16.9 percentage points) and Year 5 (from 29.2 to 20.9 percentage points). Figure 4.4.1 Proportion of students achieving at or above the national minimum standard for reading, by remoteness, 2015a, b a Exempt students were not assessed and were deemed not to have met the national minimum standard. b Error bars represent 95 per cent confidence intervals for within year comparisons. These error bars should be not be used for across year comparisons. Source: ACARA (unpublished) National Assessment Program Literacy and Numeracy: Achievement in Reading, Writing, Language Conventions and Numeracy, various years; tables 4A.4.4 and 4A.4.13. The gap in achievement against the reading NMS widened as remoteness increased. For Year 3 reading, for example, the gap ranged from 9.6 percentage points in metropolitan areas to 46.8 percentage points in very remote areas (figure 4.4.1). Mean scale scores Time series data for mean scale scores provides a measure of gain (difference between the average scores) for a cohort of students over time for this report, students who were in Year 3 in 2009, Year 5 in 2011, Year 7 in 2013 and Year 9 in 2015. Nationally, the gain for Aboriginal and Torres Strait Islander students (190.9 points from 327.4 in Year 3 to 518.3 in Year 9) was higher than for non-Indigenous students (168.8 points from 415.0 in Year 3 to 583.8 in Year 9), albeit from a lower base. For both, the gain was larger between Years 3 and 5 than between Years 5 and 7 and Years 7 and 9, with the exception of Aboriginal and Torres Strait Islander students in very remote areas where the gain between Years 5 and 7 (73.2 points gain) was relatively unchanged from the gain between Years 3 and 5 (72.7 points gain) (tables 4A.4.132, 134, 136, 138). 0 20 40 60 80 100 Aboriginal and Torres Strait Islander Non-Indigenous Aboriginal and Torres Strait Islander Non-Indigenous Year 3 Year 9 P e r c e n t Metropolitan Provincial Remote Very remote
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