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

EDUCATION AND TRAINING 7.11 Things that work Whilst there is a lack of research and program evaluation on Aboriginal and Torres Strait Islander school engagement (Purdie and Buckley 2010), the ACER literature review (Lonsdale et al. 2011) identified several programs that use incentives and rewards to increase student attention and retention. Box 7.2.2 presents one program identified as increasing Aboriginal and Torres Strait Islander students school engagement, and one promising program worth further consideration. Box 7.2.2 Things that work school engagement The former Sporting Chance Program (SCP) was an Australian Government initiative that commenced operating in 2007. The Program aimed to improve educational outcomes for Aboriginal and Torres Strait Islander students through sport and recreation. In 2012, a total of 21 providers delivered 64 projects for up to 11 000 primary and secondary students across NSW, Victoria, WA and the NT. The program ceased on 30 June 2015, with the introduction of the Indigenous Advancement Strategy (IAS). Most of the former SCP providers receive funding under the IAS to deliver similar projects to 31 December 2017. The program and ongoing funded projects have two elements: School-based Sports Academies for secondary school students, which provide sports-focused learning and development opportunities to students before, during and after school Education Engagement Strategies (EES) for primary and secondary school students, which include school visits by high profile athletes at least twice per year. Visiting athletes stay in the community for 15 days and participate in mentoring and role-modelling activities. In December 2010, ACER evaluated the program using a mix of surveys, interviews and small group discussions with Academy project providers, principals, staff, parents, students and community members and analysis of administrative data on enrolment, attendance and literacy and numeracy outcomes. Of the 143 schools contacted as part of the evaluation, 87 (61 per cent) participated. The evaluation found that school staff in both the Academies and ESS projects consider that the Program is having a moderate (positive) impact on school engagement (although the degree and nature of improvement varied between schools). The sustainability of this engagement was more evident in the Academies than in the EES projects. The evaluation did not include comparison results for schools and students not in the Program. Although it has not been formally evaluated, the Steering Committee has identified the Students Hairdressing Integrating Education (SHINE) program (Geraldton, WA) as a promising program worth further examination. The SHINE program, established in 2010, targets year 9 Aboriginal female students who have a history of low attendance and are significantly at risk of not completing school. The program provides a workplace simulation in a college classroom refurbished into a hair salon, and is coordinated by a classroom teacher who is also a qualified hairdresser, beauty therapist and counsellor. Students attend the program in addition to completing normal school requirements. (continued next page)

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