Here are two examples of current actions focused on improving the educational

Here are two examples of current actions focused on improving the educational outcomes of Indigenous Australians.

Current Actions

Education of Aborigines and Torres Strait Islanders

3.1.1 Families as First Teachers (FaFT)

Launched in 2009 by the Northern Territory Government, this program guides remote indigenous communities on improving school readiness by focussing on aspects including early literacy and numeracy (Department of Education 2016; Lucas 2020). These elements will help prevent the onset of developmental vulnerability in children plus create awareness of the importance of early childhood education. In 2020, the government announced to expand FaFT from 40 to 55 sites across the Territory; this includes 46 in remote communities (Lucas 2020). Furthermore, the number of children participating in the program has risen by 63.8% from 2016 to 2019 (Department of Education 2019; ACIL Allen Consulting & Batchelor Institute 2018). However, the proportion of Indigenous children enrolled in preschool education may be lower due to population growth.

The text above describes an action being taken by the government to address literacy and numeracy problems in Indigenous communities. It also briefly presents some of the outcomes.

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Even though this program has successfully increased child participation in early childhood education and gradually overcome the remoteness issue, there can still be a significant quality gap when compared with actual kindergartens. Hence, in the long term, FaFT may not be the most effective solution.

The text above is an example of analysis or evaluation of the government action taken.

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Children and Schooling Program

National Indigenous Australian Agency supports activities to improve the

Education of Aboriginal and Torres Strait Islander people, with an emphasis

on educational outcomes that lead to increased employment rates and

meaningful employment opportunities. For example, grants are used to

improve literacy and numeracy education, and to increase chances for

families and communities to engage with education providers (National

Indigenous Australian Agency 2017). Continued efforts are needed to close

these gaps, and the goal of reducing the gap between Indigenous and non

Indigenous Australians by 2020 was not on track but the gaps in all regions

have narrowed slightly since 2008 (Australian Government 2018). Hence,

further efforts need to be made to fully address these issues to ensure

their success.

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