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 4.33 Box 4.4.4 (continued) However, interviews conducted identified general agreement among school staff and some parents that students were improving in their literacy as a result of the Initiative (ACER 2013). The evaluation noted that the CYAAA Initiative has been in operation for only a short period of time, and the extent of the outcomes (particularly around student learning) was difficult to assess (ACER 2013). The Steering Committee noted this initiative in its 2014 report, and reiterates that a follow up evaluation would be useful to provide a more robust assessment of outcomes from this program. In June 2016, the Queensland Department of Education and Training undertook a review of school education in Aurukun and made 27 recommendations to improve schooling outcomes (DET 2016), which it is now working with the Aurukun community to implement. The review acknowledged challenges associated with the implementation of the CYAAA initiative in Aurukun, and recommended broadening the teaching and learning approaches to include a range of high-yield strategies and contextualised curriculum to meet the diverse needs of students in Aurukun, delivering all core requirements of the Australian Curriculum during the compulsory hours of schooling. QuickSmart is a suite of programs to address literacy and numeracy needs of students in Years 58, with pairs of students participating in 30 minute lessons three times a week for 30 weeks. The program has operated since 2001 in clusters of schools in a variety of remoteness locations and with diverse student populations. An independent evaluation of the numeracy program was undertaken in 2012 in 14 schools, and found [m]ost teachers and tutors reported improved numeracy outcomes for all Aboriginal students, as a result of their participation in QuickSmart. Other academic and social outcomes were also observed, including improved attendance, increased participation in class activities, as well as increased self-esteem, confidence and improved behaviour. It also reported that improvement in numeracy outcomes for Aboriginal students was at least comparable to, and in some cases greater than, outcomes for non-Indigenous students. ABRACADABRA (ABRA), an interactive computer tool developed in Canada, was designed to help teach basic literacy skills to young children. An independent multi-stage evaluation was undertaken in the NT from 2008 to 2010 to assess the efficacy of the ABRA tool on reading, letter knowledge and phonological awareness (awareness of English language sounds), including a randomised control trial (RCT) with 164 intervention and 148 control (regular instruction) children (Aboriginal and Torres Strait Islander children comprised 28 per cent of the total sample). Students in the ABRA groups left their classes for 3045 minutes four days a week over 16 weeks to receive instruction through ABRA. The RCT showed that regular instruction using ABRA was more effective than regular instruction alone in improving students phonological awareness and phoneme- grapheme correspondence skills. Aboriginal students gained significantly more per hour of instruction than non-Indigenous students in phonological awareness and early literacy skills. (continued next page)


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