New Pathways for Addressing Stress
New pathways have been created in addressing the stress that was inflicted on the first peoples of Australia because of past policies. This was made possible by the strength and resilience of Aboriginal and Torres Strait Islander people. Their role in addressing those problems cannot be underestimated. "Closing the Gap" is an initiative that was aimed at improving the lives of Aboriginal and Torres Strait Islander's and their families. The Prime Minister's 2018 report targeted seven key areas. The purpose of this paper is to discuss one of the areas, in this case, education, with a key interest in school attendance rates and numeracy and literacy. The paper discusses the purpose and goals of the target. It also highlights the outcomes that have been achieved up to date, thereby analyzing how effective these government initiatives have been. To conclude, the paper also notes various recommendations that can be implemented to improve the discussed area further.
Foundation for Success
One of the purposes of the initiative was to lay a foundation for success among the citizens. Studies show that individuals with a good education have more chances to secure employment, as compared to those who do not. The initiative had intentions to secure educational opportunities for those individuals who go further to complete tertiary education. Regarding school attendance, the target of the initiative was to close the gap between indigenous and nonindigenous school attendance within five years by 2018.[1]
Closing the Gap in School Attendance
According to statistics, the rate of attendance of non-indigenous students is more than that of the indigenous ones by about 10% creating a gap that is not healthy. Much as the attendance rates have been stable for almost five years, the initiative aimed to bring a balance. This should also be achieved between the areas that are remote and those that are not. Also, the initiative aims to increase the overall attendance rate of school attendance regardless of which group of students they are.
Progress and Achievements
Since the implementation of the plans, various targets have been achieved up to date. The target mark may not have been hit, but immense progress towards its achievement has been made. For instance, using the remote school attendance strategy, school attendance has been enhanced in remote Aboriginal and Torres Strait Islander communities. Comparing the statistics of previous years, the number of students enrolling for different school programs has significantly increased. Also, the policies that in the past prevented such opportunities have been amended[2].
Inclusion and Educational Programs
Commonwealth Scientific and Industrial Research Organization (CSIRO), supported by the BHP Billiton Foundation has implemented various educational projects that ensure the inclusion of Aboriginal and Torres Strait Islander students. They can now participate comfortably in inter-school activities as well as all other educational programs provided for other students. This has worked in improving the mindset that they are a marginalized group. It has also impacted a sense of motivation in the students themselves as they can now aim at platinum educational goals, which they did not know about in the past. Another achievement of the initiative is that it saw to it that the 50th anniversary of the 1967 Referendum Education Package was released. This was an immense policy implementation in the education sector. It came with a provision of $138 million to assist the education of Aboriginal and Torres Strait Islander students. The amount boosted the technology used by students and helped to purchase more resources for learning. Considering the milestones that have been moved, one can conclude that these government initiatives have been effective.
Literacy and Numeracy Improvements
On literacy and numeracy, since the number of students enrolled in schools has increased, then the literacy levels have also significantly increased. Indigenous students have improved their literacy levels because more have been enrolled in various learning institutions. The gap is almost filled, and with similar progress, there is a projection of possible success, not only for specific groups of people but the entire Australian educational system[3]. Participation rates have increased over the years showing that the efforts of "closing the gap" initiative, regardless of how costly or inaccurate they may be at times, have not been futile. Also, considering the time of action that the initiative has had to implement the framework, one can conclude that given more time, it may close the gap.[4]
Recommendations for the Initiative
One of the recommendations for the initiative would be to source for more funds. Considering the milestone that the $138 million released in 2017 was able to move, the initiative can achieve its goals faster with more sources for funds.[5]
The policies should also be translated into action to ensure that the goals set have been achieved. The sustained effort, which is in this case, both financial and political is required to completely close the gap.
Bibliography
Australia. Department of Families, Housing, Community Services and Indigenous Affairs. (2009). Closing the gap: Prime Minister's report ... http://www.fahcsia.gov.au/sa/indigenous/pubs/closing_the_gap/Pages/default.aspx
Craig, Annemieke, Julie Fisher, Angela Scollary, and Mohini Singh. "Closing the gap: Women education and information technology courses in Australia." Journal of Systems and Software 40, no. 1 (1998): 7-15.
Goodrum, Denis, Leonie Jean Rennie, and Mark William Hackling. The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs, 2001.
[1]. Australia. Department of Families, Housing, Community Services and Indigenous Affairs. (2009). Closing the gap: Prime Minister's report ... http://www.fahcsia.gov.au/sa/indigenous/pubs/closing_the_gap/Pages/default.aspx
[2]. Craig, Annemieke, Julie Fisher, Angela Scollary, and Mohini Singh. "Closing the gap: Women education and information technology courses in Australia." Journal of Systems and Software 40, no. 1 (1998): 7-15.
[3]. Goodrum, Denis, Leonie Jean Rennie, and Mark William Hackling. The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs, 2001.
[4]. Australia. Department of Families, Housing, Community Services and Indigenous Affairs. (2009). Closing the gap: Prime Minister's report ... http://www.fahcsia.gov.au/sa/indigenous/pubs/closing_the_gap/Pages/default.aspx
[5]. Ibid.
