|  | Important research and reports
The National Report to Parliament on Indigenous Education and Training, 2004 tracks progress in Indigenous education and training in 2004 at all levels, from preschool through to higher education.
Aboriginal English Genres in Perth |
Malcolm, I. G. (2002). Perth: Centre for Applied Language and Literacy Research, Edith Cowan University
Aboriginal Genres in the Yamatji Lands of Western Australia |
Rochecouste, J., Malcolm, I. G. (2003). Perth: Centre for Applied Language and Literacy Research, Edith Cowan University.
by Dr Diane J Russell
This exploratory study was designed to extend the literature about factors that have been important in the retention and attainment of a few individual Aboriginal students who have made a successful transition to senior secondary schooling, and to explore how these factors might be related to their Aboriginal identity.
Ten Aboriginal students participated in the research. All lived in regional or rural centres of South Australia, had stayed at school into their post-compulsory years and were achieving a significant degree of success in their studies, despite the failure of the majority of their Aboriginal peers to do likewise. In more specific terms, the study sought to answer the following questions about these 'successful' Aboriginal students:
| What factors influenced their decision to stay at school? |
| What factors have been important in their succeeding at school? |
| How are these various factors interrelated? |
| To what extent have various factors in the lives of individual students fostered their Aboriginal identities? |
| How do these students express their Aboriginality and how do others see them expressing it? |
| What is the relationship between the Aboriginal identity of the students and their retention and attainment at school? |
By Kaye Richer, John Godfrey, Gary Partington, Mort Harslett and Bernard Harrison. This paper highlights the attitudes of Aboriginal students to schooling.
Guidelines for School Attendance Action Plans: Framework to develop, implement and evaluate School Attendance Action Plans. |
National Indigenous English Literacy and Numeracy Strategy (NIELNS). Catholic Education Office of Western Australia, Department of Education and Training, Department of Education, Science and Training, and Association of Independent Schools of Western Australia (Inc.) 2004.
Developed as part of the National Indigenous English Literacy and Numeracy Strategy (NIELNS), these guidelines have been developed after considerable consultation and trialing throughout Western Australian schools and Aboriginal communities. The guidelines have been designed to provide educators with a framework to develop, implement and evaluate School Attendance Action Plans within their school and Aboriginal school community. Appendices include Sample school attendance plans, Attendance data proformas and Aboriginal Community and School Agreements.
In 1999, forty-six Indigenous Australian students completed the SACE, and sixteen of these students agreed to speak to us about their Year 12 experiences, feelings about their success in completing the SACE, current studies and work, ideas about their identity, aspirations.
Improving Understanding of Aboriginal literacy: Factors in Text Comprehension |
Sharifian, F., Rochecouste, J., Malcolm, I. G., Konigsberg, P., Collard, G. (2004). Perth: Department of Education and Training, Western Australia.
The Report identifies, among other things, barriers to successful transition from school to work, including forms of teaching, curriculum and assessment which pose greater educational challenges for Indigenous youth, as well as broader social issues such as racism, poverty, poor health, remote location, incarceration and an absence of employment opportunities.
This figure coming at the end of a the twentieth century, reflects a social, political, and economic legacy that has resulted in only a handful of Indigenous students completing secondary school education. This study analyses the experiences of those students who succeeded. It asks whether their experiences can help other Indigenous students to complete the SACE.
The 2002 National Aboriginal and Torres Strait Islander Social Survey (NATSISS) is a multi-dimensional social survey of Australia's Indigenous population. The survey enables analysis of the interrelationship of social circumstances and outcomes, including the exploration of multiple disadvantage that may be experienced by Aboriginal and Torres Strait Islander Australians.
The 2002 NATSISS is a large and rich source of social data on Indigenous people aged 15 years or over.
MCEETYA (funded through the Indigenous Education Strategic Initiatives Program (IESIP) from the Commonwealth Department of Education, Science and Training (DEST)National Indigenous English Literacy and Numeracy Strategy Taskforce on Indigenous Education
Commissioned by the Council of Australian Governments (COAG), this report's function is to provide indicators of Indigenous disadvantage "that are of relevance to all governments and Indigenous stakeholders, and that can demonstrate the impact of program and policy interventions".
The vision behind the Report is that Indigenous people will one day enjoy the same overall standard of living as other Australians. The Report's strategic framework will help track over time where government policies or actions have had an impact on Indigenous disadvantage - and where work still needs to be done.
Partners in a learning culture has been prepared by the Aboriginal and Torres Strait Islander Peoples' Training Advisory Council (ATSIPTAC), in partnership with key stakeholders in Indigenous peoples' VET.
The Blueprint takes Partners in a Learning Culture to the next level by identifying where effort is needed and by whom, to achieve accountable and equitable delivery of quality vocational education and training for Indigenous Australians. It aims to improve the learning experience, to assist people to achieve employment and lifelong learning outcomes and to create a more accountable system.
By Kerith Power and Dianne Roberts. Presented at the Australian Research in Early Childhood Education Conference, 31/1/99.
ACER recently called for the establishment of a new and rigorous national research agenda into ways of improving educational outcomes for Indigenous students. The call coincided with the release of a review of Indigenous education research and policy (click on the link above) which argues that, despite good intentions and considerable funding in recent years, educational outcomes for Indigenous students remain well behind those of non-Indigenous students.
The Representation of Aboriginal English in School Literacy Materials |
Malcolm, I. G., Grote, E., Eggington, L., Sharifian, F. (2002).. Perth: Centre for Applied Language and Literacy Research, Edith Cowan University
Towards More User-Friendly Education for Speakers of Aboriginal English |
Malcolm, I. G., Haig, Y., Könisgberg, P., Rochecouste, J., Collard, G., Hill, A. & Cahill, R. (1999). Perth: Centre for Applied Language and Literacy Research, Edith Cowan University.
Umob Deadly: Recognized and Unrecognized Literacy Skills of Aboriginal Youth |
Malcolm, G., Konigsberg, P., Collard, G., Hill, A., Grote, E., Sharifian, F., Kickett, A., Sahana, E. (2002). Perth: Department of Education, Western Australia
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Australian Directions in Indigenous Education 2005 - 2008
