Guest post by: Chris Tsokos
Recently I completed the ‘Aboriginal Cultural Education’ Program delivered by an Aboriginal Elder in co operation with the Workforce Development unit in my workplace. The program’s vision is to provide support for Aboriginal communities through a culturally inclusive learning environment. One of the units covered within this two-day program, offered us an introductory understanding of the impacts of colonisation on Aboriginal people, land, water and cultures as well as how key government policies and practices relating to Aboriginal people since European colonisation have changed Aboriginal people and cultures. I believe such knowledge and understanding of the impacts of various issues on service delivery to Aboriginal people is essential for any trainer wishing to implement strategies which value Aboriginal cultural inclusiveness in the workplace and local community.
Aboriginals and the issue of ACCESS TO EDUCATION
Since colonisation, Aboriginal Australians have experienced catastrophic effects on their lives in a number of ways. Current day issues relating to Aboriginals stem directly from the loss of cultural identity and the disempowerment that occurred as a direct consequence of colonisation.
Early colonists did not understand the uniqueness and richness of Aboriginal cultures and thus many of the government’s policies and subsequent legislation worked against the interests of Aboriginals but did however; greatly benefit the European settlers that were rapidly spreading across Australia, setting up farms and stations, often with the (unpaid) labour of our Aboriginal men, women and children. The new ‘arrivals’ did not understand the Aboriginal ways of life and how Aboriginals used the land, this resulted in many clashes between colonial settlers and Aboriginal people, particularly over land and access to land, which for Aboriginal people meant food and spiritual well-being.
Aboriginal & Torres Strait Islander people are disadvantaged relative to other Australians with respect to a number of social and economic factors, such as education, income, employment and housing. This places them at greater risk of poverty, violence, ill health and reduced wellbeing, according to the Bureau of Statistics. Whilst Aboriginals today only make up a small proportion of Australia’s total population they do hold a unique status in our nation, they are the original inhabitants of this land. They are also one of the most disadvantaged groups in Australia across a range of demographic, social and economic indicators including education.
Aboriginal people generally have a lower rate of participation in the education system. Education though is considered to be a key factor in improving outcomes for Aboriginal Australians with studies showing that improved health and socioeconomic status are directly linked to education. Some of the factors affecting Aboriginal Australians’ participation in education include access to educational institutions, financial constraints and community expectations.
Education alone though will not see the Aboriginal people participating in Australian society as equals. Their disadvantage can have multiple causes. For example employment is influenced by years 10 & 12 retention rates and post secondary qualification attainment. These in turn are influenced by school engagement and early child development. Environmental factors such as substance abuse, family and communities affect these outcomes as do the intergenerational effects of parental income, employment and education levels.[1]
Studies have found that students in remote Aboriginal schools perform 3-7 years behind their urban peers in literacy and numeracy tests. Also a higher proportion of Aboriginal Australians leave school at a young age. Education programs are now focusing on encouraging students to remain at school as long as possible so that educational outcomes and entry rates into tertiary education are improved.
As completion of year 12 is not a prerequisite for Vocational Education and Training (VET) providers such as TAFE, the participation rates of Aboriginal students in VET has increased markedly in recent years. There has been a 60% increase in the number of indigenous VET students from 1996 to 2000.[2] The training of apprentices and trainees remains an important function of the VET sector and we have seen a steady increase in Aboriginal student participation however, they are less likely to be studying for a high level qualification than other students and their completion rates are lower than the VET student population.
The 1999 Indigenous higher education graduates in the labour force had similar outcomes to all higher education graduates. Nearly 95% were in paid employment four to five months after completing their studies.[3]
While there are no ‘magic cures’ or ‘quick fixes’ to turning around the levels of disadvantage that have been in the making since early colonisation, in order to move forward we must learn from the past and build on good practice. To address this disadvantage responsibilities are placed on both those providing support and assistance and for those receiving it. Governments and service providers need to work in partnership with the local Aboriginal people and communities and in turn Aboriginals must take on the responsibility to help themselves as best they can. Ultimately all Australians will benefit from a united effort to address this disadvantage and our Aboriginal Australians will be better placed to fulfill their cultural, social and economic aspirations.
[1] From page 8, Overcoming Indigenous Disadvantage: Key Indicators 2207, Productivity Commission
[2] Source: Schools, Australia, 1996-2001 (ABS Cat. no. 4221.0) Australian Vocational Education & Training Statistics
[3] Source: National Centre for Vocational Education Research 200 Student Outcomes
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