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

GOVERNANCE, LEADERSHIP AND CULTURE 5.57 Data from the 2013 SiAS survey found that, nationally, 2.2 per cent of primary school teachers and leaders and 1.0 per cent of secondary school teachers and leaders identified as Aboriginal and/or Torres Strait Islander (table 5A.6.1). The proportion of primary school leaders identifying as Aboriginal and/or Torres Strait Islander were near zero in 2010 and 1.1 per cent in 2013 (McKenzie et al. 2014). Around 2.1 per cent of students commencing teacher education programs in 2013 identified as Aboriginal and/or Torres Strait Islander, a higher proportion than the average across other fields of higher education (1.6 per cent) (AITSL 2015). By comparison, in the same year, 5.4 per cent of primary school students and 4.5 per cent of secondary school students were identified as Aboriginal and Torres Strait Islander (table 5A.6.1). Things that work While government-directed initiatives, such as culturally inclusive curricula, can influence the cultural awareness and inclusiveness of education systems, other important factors include: management structures in schools (through the school philosophy and involvement in the community), and the actions of individual teachers (via their teaching methods and attitudes to Indigenous cultures). Box 5.6.3 describes one promising program that aims support schools and early learning services to develop a higher level of knowledge and pride in Aboriginal and Torres Strait Islander cultures. Box 5.6.3 Things that work Indigenous cultural studies Although the final evaluation is yet to be completed, the Steering Committee has identified Reconciliation Australias Narragunnawali: Reconciliation in Schools and Early Learning (Narragunnawali) as a promising program worth further examination. Launched in 2015, Narragunnawali aims to support schools and early learning services to develop environments that foster greater knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. To evaluate the programs effectiveness and impact, Reconciliation Australia contracted the Centre for Aboriginal Economic Policy Research (CAEPR) to conduct an independent evaluation of Narragunnawali during the first four years of funding (20142017). CAEPR has completed two of an anticipated seven reports to date. These first two reports focused on identifying the engagement levels across schools in relation to reconciliation and factors that affect levels of reconciliation. Subsequent reports will evaluate the impact of Narragunnawali on increasing engagement with reconciliation. The first report focused on identification of schools and early learning services less engaged than other schools with reconciliation (based on whether a school had commenced a Reconciliation Action Plan (RAP)). Those less engaged schools will be the focus of the expansion of Narragunnawali. (continued next page)


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.

We use temporary cookies on this site to provide functionality.
By continuing to use this site without changing your settings, you consent to our use of cookies.