Ann Sudmalis (Gilmore, Liberal Party) Share this | Hansard source

On behalf of the Standing Committee on Indigenous Affairs, I present the report entitled The power of education: from surviving to thriving, together with the minutes of proceedings.

Report made a parliamentary paper in accordance with standing order 39(e).

by leave—Today I present to the House the long-awaited final report for the committee's inquiry into educational opportunities for Aboriginal and Torres Strait Islander students.

Education provides opportunities and choices for the future and it is critical to improving the quality of life for a community.

There is no shortage of examples of Indigenous people who have worked hard to achieve significant education and employment outcomes, often overcoming substantial disadvantage to do so.

However, the persistent gap in attendance and education outcomes between Indigenous and non-Indigenous students remains. The committee travelled across Australia to talk to students, families, communities and those people working with them in the education sector.

We set out to find out what works, what doesn't, and to learn about the barriers and circumstances that are hindering Indigenous students in their educational outcomes.

The report makes a number of recommendations regarding:

Throughout the inquiry, the committee was troubled to find a significant disparity between the availability and funding of engagement programs for girls compared to those for boys. I was heartbroken to hear of girls, many of whom were facing incredible challenges, coming to school and having to stand and watch as the boys are given a hot breakfast and taken on exciting trips, while the girls get nothing.

These girls will be the mothers and carers of the next generation of Indigenous students. Their education is critical to improving health, education and employment; not only their own, but also those of their children and future generations. Women, by and large, are the custodians of a great deal of cultural heritage. They need encouragement. It is essential that all co-educational schools offering engagement programs for boys offer the same engagement programs for girls. As such, we have recommended that, as a matter of urgency, the government review and reform its policy approach and processes for evaluating grant applications for support and engagement to make sure that girls are being given the same opportunities and support as the boys. This is the only fair and equitable solution and should be implemented as soon as possible.

It also became clear during the inquiry that cultural safety, fostered by strong connection and engagement with community, is essential for education and support programs and must be built in order to succeed.

The common element present in all successful programs was strong relationships. Strong relationships with students, parents and carers, teachers and schools, health services and the community as a whole. We must better equip teachers, particularly those working in schools with significant proportions of Indigenous students, to build and strengthen these relationships and the teachers' connection to that community.

To this end, the committee has recommended that, as a matter of urgency:

The committee also found that for students to succeed in school they need the love, encouragement and support of their family. The active engagement of families supporting students and directing their education is essential to achieving positive educational outcomes. Families should be able to choose from a range of well-supported options for secondary education, both public and independent, within their local region as well as further afield.

The committee found that the most effective and efficient outcomes were being achieved by public boarding facilities in regional centres, which allow students to access a range of quality public and independent secondary schools as close to home as practical. As a result, we've recommended that additional public accommodation be established in key regional centres so that students can access these schools in their local area, closer to home. In implementing this recommendation, the committee believes that attendance rates will increase and students will feel better able to concentrate on their studies.

There is absolutely no silver bullet to improve Indigenous students' literacy and numeracy skills. No single teaching method will ever meet the needs of all students. Schools and teachers must be empowered to tailor their teaching to best meet the needs of their students. However, all teaching methods must be evidence based and they must adhere to the Australian curriculum.

In its interim report the committee was sceptical of the claims made by proponents of Direct Instruction, calling for independent evidence to confirm these claims. However, as the inquiry continued, the scepticism turned to concern that not only was the program ineffective; it was actually hindering student attendance and achievement. We saw evidence that:

Given this evidence, we cannot support the continued use of federal funds to deliver Direct Instruction. The committee has recommended that no funding beyond 30 June 2018 be provided for Direct Instruction until the federal government conducts a review of schools utilising the program and finds that the program is providing a proven benefit to the educational outcomes of these Indigenous students as well as demonstrating that:

In conclusion, I would like to thank the secretariat staff for all their hard work throughout the inquiry and their guidance and overall efficiency in this very important inquiry. I would also like to thank all the individuals, schools, organisations, governments and their departments for contributing to the inquiry, and also my colleagues on the committee.

In particular, my appreciation goes to the many Indigenous students, families and organisations who provided information about their experiences with the education system.

These reports and discussions formed the core of the committee's deliberations, providing an insight that could not otherwise be gained.

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