Territory Stories

Overcoming indigenous disadvantage - key indicators

Details:

Title

Overcoming indigenous disadvantage - key indicators

Creator

Steering Committee for the Review of Government Service Provision

Collection

E-Publications; E-Books; PublicationNT

Date

2003-11

Description

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.

Notes

"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.

Table of contents

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.

Language

English

Subject

Aboriginal Australians -- Ecoomic conditions; Aboriginal Australians -- Social conditions; Public welfare administration -- Australia; Aboriginal Australians -- Services for; Closing the Gap of Indigenous Disadvantage (Australia)

Publisher name

Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision

Place of publication

Canberra (A.C.T.)

Format

5 volumes (various pagings) : charts, colour map ; 30 cm.

File type

application/pdf

ISBN

9781740375917 (Print); 9781740375900 (PDF)

ISSN

1448-9805 (Print); 2206-9704 (Online)

Use

Copyright

Copyright owner

Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision

License

https://www.legislation.gov.au/Details/C2019C00042

Parent handle

https://hdl.handle.net/10070/267090

Citation address

https://hdl.handle.net/10070/445158

Related items

https://hdl.handle.net/10070/445153; https://hdl.handle.net/10070/445154; https://hdl.handle.net/10070/445156; https://hdl.handle.net/10070/445151

Page content

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


Aboriginal and Torres Strait Islander people are advised that this website may contain the names, voices and images of people who have died, as well as other culturally sensitive content. Please be aware that some collection items may use outdated phrases or words which reflect the attitude of the creator at the time, and are now considered offensive.

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