Territory Stories

Overcoming indigenous disadvantage - key indicators



Overcoming indigenous disadvantage - key indicators


Steering Committee for the Review of Government Service Provision


E-Publications; E-Books; PublicationNT




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.

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.




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.)


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

File type



9781740375917 (Print); 9781740375900 (PDF)


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



Copyright owner

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



Parent handle


Citation address


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 4.37 Box 4.5.2 (continued) Data are of acceptable accuracy within individual school sectors within a State or Territory, but are currently not comparable across school sectors or all states and territories, due to differences in collection and reporting processes. The Steering Committee also notes the following data issues: From 2014 onwards there has been a break in series for attendance rate data, and data in previous reports are not comparable to attendance rate data in this report. Student attendance data for NSW are not collected on a comparable basis with other states and territories, therefore comparisons with other jurisdictions should be made with caution. Attendance data for the 90 per cent or more level (supplementary measure) for the non-government sector were not provided according to the national standards, and are therefore not directly comparable to data reported for the government sector. COAG has identified student attendance as one of the progress measures for the Closing the Gap target of halving the gap in Year 12 or equivalent attainment by 2020. As part of the 2014 Closing the Gap report release (Australian Government 2014), the Prime Minister proposed a new target to close the gap in school attendance within five years (by the end of 2018). This is to be accomplished by all schools achieving a minimum 90 per cent attendance rate, regardless of their proportion of Aboriginal and Torres Strait Islander students. COAG agreed the new target in May 2014 (COAG 2014). National and international research identify that regular school attendance is important to achieving core skills, such as literacy and numeracy (Balfanz and Byrnes 2012; Purdie and Buckley 2010; UNICEF Innocenti Research Centre 2004). The Western Australian Aboriginal Child Health Survey 20002002 showed a direct relationship between the number of days absent from school and academic performance (Zubrick et al. 2006). More recent analysis by the Productivity Commission also established that both Aboriginal and Torres Strait Islander students and non-Indigenous students tend to perform better in school reading assessments where school attendance rates are higher, irrespective of the geographic location of the school (PC 2016). A 2006 study found that school attendance was influenced by three main factors parental insistence that children go to school, teacher quality and bullying and teasing (DEWR 2006; see also Taylor 2004) (teacher quality is discussed in section 7.1). Aboriginal and Torres Strait Islander students are also less likely to have parental support, such as help with homework, compared with non-indigenous children (UNICEF Innocenti Research Centre 2004). Cultural recognition has also been found to be important in supporting school attendance by Aboriginal and Torres Strait Islander students (McRae et al. 2000; Gray and Partington 2012; Rahman 2012). Section 5.1 has information on the importance of valuing Indigenous cultures and section 5.6 has information on Indigenous cultural studies.

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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