A Comparative Study Of Australian Indigenous And Non Indigenous Education
A Comparative Study of Australian Indigenous and Non-Indigenous Education.
Caroline Marguerite Baker
Student, Swinburne University of Technology, Australia
INTRODUCTION
Australia has a prominent discontinuity between Indigenous and Non-Indigenous life expectancy, educational achievement and employment opportunities. (Coag.gov.au. 2014)
There is a pressing need for an Australian Indigenous Education Reform. This need for reform is especially necessary in remote and northern, socially disadvantaged Australian communities where attendance rates are low, along with low academic outcomes by Australian national standards.
This reform needs to ensure consideration of Indigenous cultural needs and wants.
The aim of this paper is to discuss the disparity between Australian Indigenous and Non-Indigenous persons’ Education and make recommendations based on the effectiveness of current reforms in place to minimise the inequality between the two demographics.
The paper will look at attendance statistics of school aged children in primary school and high school, completion statistics of highest school qualifications completed, highest non-school qualification obtained and employment statistics for full time and part time Indigenous and non-Indigenous workers
The most recent government implemented strategy will be briefly evaluated. Along with this, recommendations will be made. These suggestions can hopefully be modified and implemented in countries that have an inconsistency their in nationwide education statistics.
Placing high importance on the improvement of Australia’s Indigenous and Non-Indigenous education disparities will create a ripple effect and improve Indigenous health and employment opportunities.
Children who attend school on a daily basis will be exposed to health and wellbeing syllabus, putting their knowledge into practice within their community.
Indigenous Primary school children with regular attendance will have an easier transition into secondary
Caroline Marguerite Baker
Student, Swinburne University of Technology, Australia
INTRODUCTION
Australia has a prominent discontinuity between Indigenous and Non-Indigenous life expectancy, educational achievement and employment opportunities. (Coag.gov.au. 2014)
There is a pressing need for an Australian Indigenous Education Reform. This need for reform is especially necessary in remote and northern, socially disadvantaged Australian communities where attendance rates are low, along with low academic outcomes by Australian national standards.
This reform needs to ensure consideration of Indigenous cultural needs and wants.
The aim of this paper is to discuss the disparity between Australian Indigenous and Non-Indigenous persons’ Education and make recommendations based on the effectiveness of current reforms in place to minimise the inequality between the two demographics.
The paper will look at attendance statistics of school aged children in primary school and high school, completion statistics of highest school qualifications completed, highest non-school qualification obtained and employment statistics for full time and part time Indigenous and non-Indigenous workers
The most recent government implemented strategy will be briefly evaluated. Along with this, recommendations will be made. These suggestions can hopefully be modified and implemented in countries that have an inconsistency their in nationwide education statistics.
Placing high importance on the improvement of Australia’s Indigenous and Non-Indigenous education disparities will create a ripple effect and improve Indigenous health and employment opportunities.
Children who attend school on a daily basis will be exposed to health and wellbeing syllabus, putting their knowledge into practice within their community.
Indigenous Primary school children with regular attendance will have an easier transition into secondary
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