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.
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)
Australia. Productivity Commission for the Steering Committee for the Review of Government Service Provision
5 volumes (various pagings) : charts, colour map ; 30 cm.
9781740375917 (Print); 9781740375900 (PDF)
1448-9805 (Print); 2206-9704 (Online)
https://hdl.handle.net/10070/445153; https://hdl.handle.net/10070/445154; https://hdl.handle.net/10070/445156; https://hdl.handle.net/10070/445151
7.6 OVERCOMING INDIGENOUS DISADVANTAGE 2016 Future directions in data Under the National Partnership Agreement on Teacher Quality (which ceased on 31 December 2013), two new data collections related to the teacher workforce were established. It would be useful, as part of any future expansion of the collections, to include larger representative samples of Aboriginal and/or Torres Strait Islander teachers to enable trend analysis. The National Teaching Workforce Dataset (NTWD) collected data on the Australian teaching workforce including qualifications, registration and employment status. However, Indigenous status is unknown for over half the workforce covered by the dataset, largely driven by the extremely low proportion of teachers in Victoria declaring their Indigenous status (0.1 per cent)3. The Longitudinal Teacher Education and Workforce Study (LTEWS) tracked a national cohort of teacher education graduates from 2011, and in 2014 reported data on the impact of pre-service and in-service education and experiences on teacher quality. However, data were not available by Indigenous status, due to the small number of Aboriginal and Torres Strait Islander teachers in the sample (17 teachers 1 per cent of the sample). References ABS (Australian Bureau of Statistics) 2013, Schools, Australia 2012, 6 February, 4221.0, Australian Bureau of Statistics, Canberra, http://www.abs.gov.au/AUSSTATS /abs@.nsf/allprimarymainfeatures/77A3012C79462954CA257C76000D5F61?opendoc ument (accessed 1 September 2014). 2016, Schools, Australia 2015, 4 February, 4221.0, Australian Bureau of Statistics, Canberra, http://www.abs.gov.au/AUSSTATS/abs@.nsf/ProductsbyCatalogue/ 9448F2F814FA0311CA2579C700118E2D?OpenDocument (accessed 1 April 2016). AITSL (Australian Institute for Teaching and School Leadership) 2011, National Professional Standards for Teachers, http://www.aitsl.edu.au/verve/_resources /AITSL_National_Professional_Standards_for_Teachers.pdf#search=national professional standards for teachers (accessed 22 November 2013). 2016, Guidelines for the Accreditation of Initial Teacher Education Programs in Australia, June, Melbourne, Victoria, http://www.aitsl.edu.au/docs/default-source/ initial-teacher-education-resources/guidance-for-the-accreditation-of-initial-teacher education-in-australia.pdf (accessed 28 August 2016). 3 There is not an option in the Victorian data collection for Neither Aboriginal or Torres Strait Islander, therefore non-Indigenous status is not retained. This can make it harder to compare the Indigenous composition of the Victorian workforce with other States and Territories as missing responses are assumed to be non-Indigenous.
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