the relationship between education and wellbeing for aboriginal and torres strait islander people...
TRANSCRIPT
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Aims
• Improved measures of educational outcomes.
• To identify the interrelationships between formal education, traditional learning and culturally relevant outcomes.
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Cooperative Research Centre for Remote Economic Participation (CRC-REP)
Goal:
To improve social and economic conditions in remote Australia using research and innovation
To improve the education and training pathways in remote areas so that people have better opportunities to participate in the range of economies that exist
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Projects within the CRC-REP
Interplay Between Health, Wellbeing, Education and Employment (Interplay Project)
Associate Professor Sheree Cairney
Remote Education Systems (RES)
Associate Professor John Guenther
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Interplay Project Framework
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Remote Education Systems (RES) Project
Aims
• Education for what?• What is the problem in remote education?• What does success look like in remote education?
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RES Project FindingsMasters Project: Establish Links
Links between Interplay and RES projects
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Achievement of Year 9 students at or above minimum standard, NAPLAN
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Source: ACARA, National Assessment Program – Literacy and Numeracy Achievement in Reading, Writing, Language Conventions and Numeracy 2010
Background – ‘The Gap’
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Steering Committee for the Review of Government Service Provision 2011. Overcoming Indigenous Disadvantage: Key Indicators 2011.
Background - Remoteness
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Background - Pathways
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Proportion of 20-64 year olds with non-school qualifications at Certificate III or higher
Remote* 2002 2008Aboriginal and Torres Strait Islander
14.4% 18.4%
Non-Indigenous 38.6% 45.5%
Steering Committee for the Review of Government Service Provision 2011. Overcoming Indigenous Disadvantage: Key Indicators 2011.
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Remoteness isn’t the main issue
The majority of Indigenous students in very remote Australia currently do not meet the national minimum standard in reading, writing and numeracy. (FaHCSIA 2009:, p. 15)
Indigenous Non-Indigenous
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Gunther, J (2012)Are we making education count in remote Australian communities or just counting education?
(ACARA 2011)
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Attendance vs NAPLAN Year 3 Reading Score, 2011all very remote schools (n=119)
Gunther, J (2012)
Moderate relationship
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Attendance vs NAPLAN Year 3 Reading Score, 2011very remote schools >80 per cent Aboriginal or Torres Strait Islander students (n=70)
Gunther, J (2012)
Weak relationship
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Indicators of Disadvantage (The Gap)
• Lower school attendance and enrolment rates;• Low levels of Year 9 attainment;• Low levels of Year 10 attainment; and• Difficulties in the transition from school to work.• Poorer teacher quality • A lack of Indigenous Cultural Studies in school curricula
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Outcomes from the Overcoming Indigenous Disadvantage Steering Committee:
Steering Committee for the Review of Government Service Provision, 2011a
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There appears to be more to the story……
What indicators would be represent education in this context?
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RES Project FindingsMasters Project: Establish Links
Links between Interplay and RES projects
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Aims
• Improved measures of educational outcomes.
• To identify the interrelationships between formal education, traditional learning and culturally relevant outcomes.
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Wellbeing
Health
Employme
nt
Aims
Relevance
Indicators of Disadvantage
The Bigger Picture
Quality
Learning about culture in
school
Engagement
pathways
Motivations and barriers
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Interplay Project Framework
QualityRelevanceLearning about cultureEngagementMotivationsBarriersPathways
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Hypotheses
• That engagement, and the quality and cultural relevance of education are more important than attendance in relation to achievement in remote education.
• That connection to culture, engagement in school, empowerment and opportunity are strong predictors of wellbeing.
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Project Design and Method
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Project proposal
Baselin
e Data Collection
Data Analysis
Thesis
2013 2014 2015 2016
Support Aboriginal Community Researchers in the collection of data
Correlations between Health,
Education and
wellbeing
Improve the quality of education and therefore wellbeing by policy
Literature ReviewOral presentation Ethics
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Communities
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Galiwin’ku (NT)
Wiluna (WA)
Amata (SA)
Setting: Communities
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Data collection
Primary Data • Individual surveys • Community level survey
Secondary Data• Linkage data • Education • Health • Services• Infrastructure• Governance • Economic participation
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Community 15-24 25-34
n(N) n(N)
Galiwin’ku (NT) 179 (335) 178 (330)
Amata (SA) 92 (121) 75 (94)
Wiluna (WA) 46 (53) 50 (58)
Data collection
Based on ILOC by INGP Indigenous Status and AGEP, 2011; Source: ABS unpublished data; N=population count; n=minimum sample sizes for each cohort.
N=population count; n=minimum sample sizes for each cohort.
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Ethics Clearance
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Closing the gap
• To halve the gap in reading, writing and numeracy achievements for children within a decade
• To halve the gap in Indigenous Year 12 achievement by 2020
• To halve the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade.
Closing the Gap (2008) the Council of Australian Governments (COAG)
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Outcomes
Knowledge to inform policy on effective education that improves people’s lives in remote communities
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