New approach urged for indigenous education

http://www.abc.net.au/news/2013-09-18/new-approach-urged-for-indigenous-education/4966744

The education system has failed to meet the needs of indigenous students. For decades, reports have discussed the serious under-achievement of indigenous students. NAPLAN TEST and My School website shows most of the schools with low NAPLAN results are schools with high indigenous enrollment. “Suggestions that NAPLAN tests are culturally inappropriate and not in indigenous languages have been accepted arguments for poor results for many years. But dismiss test results on this basis can serve government departments with excuses rather than action.” (Ford, 2012) we shouldn't measure student’s achievement base on just NAPLAN results. However, we can’t dismiss the NAPLAN results at the same time. Indigenous affairs have suggested that poor attendance is one of the most critical factors in the difference educational achievement between indigenous and non-indigenous students. In 2011, Julia Gillard also “prioritised halving the gap in year 12 attendance in her closing the gap speech.” However, more than 200 remote schools have found improved attendance doesn’t mean better results. The question is why student doesn’t want come to school and what other barriers in their family and community.

“Poverty and disadvantage have strong negative impact on the well-being of indigenous students. This in turn affects their engagement in school and their educational achievement.”  (Black, 2008) These disadvantages may include cultural difference, disengaged parents and teaching quality.Firstly, the expectations and values of the indigenous community are very different to non-indigenous family. Some parents worried if their children get more education, they will lose their own culture and identity.  Others don’t value education and not interested in the opportunities that education can provide. The role of education in helping indigenous communities needs to be specified. Indigenous students need to acknowledge the opportunities that education can offer. Their parents should know how their children could be benefit from education. Also, the lack of understanding of indigenous culture may lead to prejudice or racial intolerance. Increase the number of indigenous teachers can support enrollment and retention of indigenous student as they have the same cultural background and share the same values. They can understand the needs of indigenous students and easy to communicate with indigenous parents. Secondly, engaged participation is a key to success in education.As Black proposed, “Parental engagement in school is associated with better student achievement and retention and greater take-up of further and higher education. Its effect is particularly strong in disadvantaged communities.”(Black, 2008)  Many indigenous parents don’t involve in their children’s education. This doesn't mean they don’t care about their children. Some indigenous parents may be too overwhelmed by long working hours or poverty to participate in activities of the school. Others with low educational levels may don’t have confident to communicate with school. Schools should encourage and enable parent to support their children’s education, providing opportunities for parents to participate and be involved in school activities. For example, the parent teacher night would acknowledge their understanding of schooling. Thirdly, teaching quality is a critical factor in the performance of indigenous students in school. There is a positive relationship between teaching quality and students educational outcomes. The effectiveness of the teacher is central to the quality of education received by the student. An experienced teacher may be able to motivate and succeed with indigenous students. However, most teachers need special training and additional skills to succeed in schools with high indigenous enrollment.

Boosting attendance doesn't translate to better school result. The traditional teaching strategy isn't working in remote indigenous school. The Prof John Halsey from Flinders University has suggest, “The focus on national standards needs to shift towards a more creative way of delivery education.” Indigenous parents, leaders and teachers need additional support to transform live and equitable educational outcomes for Aboriginal students. 

Reference:

http://www.abc.net.au/news/2013-09-18/new-approach-urged-for-indigenous-education/4966744

Black, R &Morgan, S. (2008) Networks for Students. In: Black, R &Morgan, S. Beyond the Classroom: Building New School Networks. (pp. 33-51)Camberwell, Vic.

Margot, F. (2013). Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia, Race Ethnicity and Education, 16(1), 80-102.