Education of First Nations people
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Section: First Nations people
Citation
AIHW (Australian Institute of Health and Welfare) (2025) Education of First Nations people, AIHW, Australian Government, accessed 4 June 2026.
Education of First Nations people
is an Australia's welfare
topic
Education is fundamental to improving health and wellbeing outcomes. Higher levels of education have been linked with improved health and wellbeing, health literacy, income, employment, better working conditions and a range of other social benefits (ABS 2011; Biddle and Cameron 2012; Hart et al. 2017).
For Aboriginal and Torres Strait Islander (First Nations) people, specific aspects of education have been highlighted for action and improvement: early childhood education and care, school readiness, school attendance and achievement, attainment of Year 12 or equivalent and tertiary and post school education. This page focuses on these aspects of education.
First Nations students with disability face additional challenges at school which impacts their educational outcomes. Many students with disability experience lower expectations, bullying and mistreatment and exclusionary discipline practices. Under diagnosis and misdiagnosis of disability among First Nations students limits access to necessary supports. Without culturally safe and appropriate supports and inclusive educational programs with reasonable accommodations, these challenges will prevent them from reaching their full potential. These issues are explored in more detail in the final report from the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability final report on First Nations people with disability (Disability RC 2023). For more information on the challenges faced by First Nations people with disability, see Specialised support and informal care for First Nations people with disability.
For information on education as a determinant of health for First Nations people, see the Aboriginal and Torres Strait Islander Health Performance Framework (HPF) – summary report. For information on education outcomes by region, see Regional Insights for Indigenous Communities - AIHW RIFIC. For information on educational outcomes for non-Indigenous Australians see Comparisons with non-Indigenous Australians and Education and skills – from early childhood to tertiary education.
Early childhood education and care
Children who attend a preschool program tend to have better language, literacy, cognitive and problem-solving skills when they enter primary school than their peers who do not – skills that are linked to later academic achievement (AIHW 2025). This section focuses on preschool enrolment for children in the year before they start full-time schooling.
To ensure First Nations children are engaged in high quality, culturally appropriate early childhood education in their early years, the National Agreement on Closing the Gap (the National Agreement) includes a target of increasing the proportion of First Nations children enrolled in Year Before Fulltime Schooling (YBFS) early childhood education to 95 per cent by 2025.
One challenge in measuring preschool enrolment is knowing which children (enrolled in preschool or not) are in the Year Before Full-time Schooling (YBFS). Some children must enter full-time primary school in the following year because they meet the compulsory age for attending school. But parents of younger children may use their discretion and decide whether to send them to school the next year or not. Age requirements vary by state and territory.
Another challenge is knowing which children, enrolled in preschool, are in the YBFS. The Australian Bureau of Statistics (ABS) National Early Childhood Education and Care Collection provides information on preschool enrolments in the YBFS. This data is collected on the first Friday in August each year. In 2023 the census date was Friday 4 August, with a 1 week reference period from 31 July to 6 August.
These 2 pieces of information are drawn from different data sources. Together this creates uncertainty in estimates of preschool enrolment rates, which means that the true rates may be higher or lower than the estimated rates.
AIHW (2025) compared 2 methods of estimating preschool enrolment. The first method (modelled method) is the official measure specified for reporting on the National Agreement on Closing the Gap (the National Agreement). The modelled method uses population projections and modelled adjustment factors to estimate the number of YBFS children in each year. This method produces enrolment rates above 100% in some states and territories, particularly in more recent years. For detailed results from the modelled method, see the Closing the Gap Information Repository (Productivity Commission n.d.).
AIHW proposes an alternative method (the first-year method). This method takes the number of children in their first year of primary school in each calendar year and uses that number as the YBFS estimate for the previous calendar year for the denominator. For example, the number of children in their first year of school in 2023 is used as the estimate of the YBFS number in 2022. This page presents results using the first-year method.
The proportion of First Nations children enrolled in a YBFS preschool program increased 9 percentage points from 77% (14,600 children) to 86% (19,800 children) between 2016 and 2023 (AIHW analysis of ABS 2024, 2025).
Among First Nations children enrolled in a preschool program in the YBFS in 2024, attendance rates of 15 hours or more in the reference week, decreased by remoteness. Rates were highest in Major cities and lowest in Very remote areas (Figure 1). Nationally, attendance rates for 15 hours or more have increased by 8 percentage points between 2016 (64%) and 2024 (72%).
Figure 1: Attendance rates for First Nations children in the state-specific YBFS age cohort who are enrolled in a preschool program in the year before full-time schooling, by remoteness and hours attended, 2024
| Remoteness | 15 hours or more | 10–14 hours | 1–9 hours | Did not attend |
|---|---|---|---|---|
| Major cities | 77.4% | 11.2% | 7.5% | 3.9% |
| Inner regional | 76.4% | 11.1% | 9.1% | 3.4% |
| Outer regional | 68.1% | 12.6% | 12.2% | 7% |
| Remote | 57.4% | 13.7% | 13.8% | 14.9% |
| Very remote | 47.3% | 10.3% | 17.2% | 25.5% |
| Australia | 72.3% | 11.5% | 9.8% | 6.4% |
Attendance rates are the proportion of enrolled children who attended for at least 1 hour in the reference week.
Source:
AIHW analysis of ABS TableBuilder microdata: Preschool Education, Australia (ABS 2025).
Early child development
The Australian Early Development Census (AEDC) is a census type data collection for all children in their first year of full-time schooling, conducted every 3 years. Based on their observations, school teachers assess children on 5 domains of early childhood development. Findings from the AEDC are often reported as the proportion of children who are ‘developmentally on track’, ‘developmentally at risk’ or ‘developmentally vulnerable’ for each domain (Figure 2).
To ensure First Nations children thrive in their early years, the National Agreement includes a target of increasing the proportion of First Nations children assessed as developmentally on track on all 5 domains to 55% by 2031.
The 2024 AEDC assessed 21,744 First Nations children (7.5% of children assessed) between 1 May 2024 to 31 July 2024 (Department of Education 2025). Around 3 in 10 (33.9%) First Nations children were assessed as developmentally on track on all 5 domains in 2024. Across each of the 5 AEDC domains, around 6 in 10 (between 59.7% and 63.1%) First Nations children were assessed as being developmentally on track (Figure 2).
Figure 2: Proportion of First Nations children in their first year of full-time school who were assessed as developmentally on track, at risk, or vulnerable, by Australian Early Development Census (AEDC) domain, 2024
| AEDC domain | Developmentally on track | Developmentally at risk | Developmentally vulnerable |
|---|---|---|---|
| Physical health and wellbeing | 63.1% | 14.6% | 22.3% |
| Social competence | 59.9% | 19.9% | 20.2% |
| Emotional maturity | 62.4% | 19.1% | 18.5% |
| Language and cognitive skills (school-based) | 59.7% | 18.5% | 21.9% |
| Communication skills and general knowledge | 62.7% | 20.1% | 17.3% |
Source:
AIHW analysis of Department of Education 2025, Australian Early Development Census 2024 microdata.
The 2021 AEDC data found that the number of school days absent in the first 3–6 months of the school year has an impact on early childhood development. The 2024 AEDC results confirmed this pattern.
Children with fewer absences since the start of the school year (the 3–6 months prior to AEDC assessment) are more likely to be developmentally on track on all 5 domains than those with more absences, even controlling for a range of geographic, demographic and socio-economic factors (AIHW 2025, AIHW analysis of AEDC data). The proportion of First Nations children developmentally on track on all 5 domains was 45.7% for those absent 0–5 days, declining to 24.1% for those absent for more than 10 days (AIHW analysis of AEDC 2024 microdata). In 2024, 48.9% of First Nations children were reported absent for more than 10 days, and another 22.1% were absent for 6–10 days.
The percentage of First Nations children assessed as developmentally on track on all 5 domains decreases with increasing remoteness. In 2024, First Nations children living in Major cities were 2.2 times as likely as those living in Very remote areas to be assessed as developmentally on track on all 5 domains (36.9% compared with 16.5%) (Figure 3).
Figure 3: Proportion of First Nations children in their first year of full-time school who were assessed as developmentally on track on all 5 domains, by remoteness, 2024
| Remoteness | Per cent |
|---|---|
| Major cities | 36.9% |
| Inner regional | 35.2% |
| Outer regional | 33.4% |
| Remote | 26.5% |
| Very remote | 16.5% |
Source:
AIHW analysis of Department of Education 2025, Australian Early Development Census 2024 microdata.
The proportion of First Nations children assessed as developmentally on track on all 5 domains has increased by 7.6 percentage points between 2009 (26.3%) and 2024 (33.9%). There was a non-significant decrease (0.4 percentage points) between 2021 and 2024 (Figure 4).
Figure 4: Proportion of First Nations children in their first year of full-time school who were assessed as developmentally on track on all 5 domains, 2009 to 2024
| Year | Per cent |
|---|---|
| 2009 | 26.3% |
| 2012 | 31.9% |
| 2015 | 33.8% |
| 2018 | 35.2% |
| 2021 | 34.3% |
| 2024 | 33.9% |
Source:
AIHW analysis of Department of Education 2025, Australian Early Development Census 2024 microdata.
School attendance
School attendance is measured for students enrolled full time in each of the compulsory years of schooling – from Years 1 to 10. These rates compare the number of days attended by students to the total number of ‘possible’ days they could attend in Semester 1 (ACARA 2020). The total number of possible days allows comparability across different school sectors, with differences in holidays and pupil free days.
In 2024, school attendance rates for First Nations students were around 81% across primary school year levels but then fell off in secondary school, falling to a low of around 66% for Year 10 students (Figure 5).
In 2024, the attendance rate for Years 1 to 10 was around 25 percentage points lower for First Nations students in Very remote areas (55%) than those in Major cities and Inner regional areas (both 80%) (ACARA n.d.b).
Figure 5: School attendance rates of First Nations students by school year level, Year 1 to Year 10, 2024
| School year level | Attendance rate |
|---|---|
| Year 1 | 81% |
| Year 2 | 81.4% |
| Year 3 | 81.1% |
| Year 4 | 81.2% |
| Year 5 | 80.7% |
| Year 6 | 80% |
| Year 7 | 77.4% |
| Year 8 | 71% |
| Year 9 | 68.3% |
| Year 10 | 65.5% |
Source:
AIHW analysis of ACARA National Student Attendance Data Collection (ACARA n.d.b).
Between 2014 and 2024, overall school attendance rates for First Nations students in Years 1 to 10 decreased from 84% to 77%. The decline was greater for those in Years 7–10 than in Years 1–6 (Figure 6). In 2022 attendance rates dropped well below trend and have not returned to their pre-COVID levels (ACARA n.d.b).
Figure 6: School attendance rates of First Nations students for school Years 1–6 and 7–10, 2014 to 2024
| Year | Years 1–6 | Years 7–10 |
|---|---|---|
| 2014 | 86.1% | 79.3% |
| 2015 | 86.4% | 79.2% |
| 2016 | 86.2% | 78.6% |
| 2017 | 86.0% | 78.3% |
| 2018 | 85.4% | 77.1% |
| 2019 | 84.5% | 76.5% |
| 2020 | NA | NA |
| 2021 | 82.9% | 74.1% |
| 2022 | 77.8% | 69.5% |
| 2023 | 81.3% | 71.3% |
| 2024 | 80.9% | 70.7% |
During the COVID-19 pandemic schooling arrangements varied in different parts of Australia and there were inconsistencies in attendance data across states and territories. As a result, student attendance data is not published for 2020.
Source:
AIHW analysis of ACARA National Student Attendance Data Collection (ACARA n.d.b).
Reading and numeracy
The National Assessment Program – Literacy and Numeracy (NAPLAN) measures students’ proficiency in 5 areas: English language reading, writing, spelling, grammar and punctuation and numeracy. Reading and numeracy results are focussed on in this section. Data findings for the other learning areas measured using NAPLAN can be found in the Aboriginal and Torres Strait Islander Health Performance Framework (HPF) - AIHW Indigenous HPF.
From 2023 onwards there have been changes to the way NAPLAN results are reported.
Changes to NAPLAN in 2023
A review of the NAPLAN standardised testing was commissioned in 2019. The review considered whether NAPLAN remains fit-for-purpose and made several recommendations for future versions of the national standardised assessment (McGaw et al 2020). Based on this review, in 2023, the test was held in Term 1 (instead of Term 2) in March. This allows results to be published earlier in the year to inform school programs and will allow teachers to better support students for the year ahead (ACARA 2022).
Since 2023, NAPLAN results have been reported using 4 proficiency levels – ‘Exceeding’, ‘Strong’, ‘Developing’ and ‘Needs additional support’ – instead of the previous national minimum standard and 10 proficiency bands (NAP 2025). A new NAPLAN time series began from 2023. Data from 2008 to 2022 cannot be compared with data from 2023 onwards.
In 2025, the percentages of First Nations students, assessed as ‘exceeding’ or ‘strong’ in the NAPLAN reading results were around 30% or higher in each year level, ranging from 41% in Year 5 to 32% in Year 9. The number of First Nations children participating in NAPLAN reading assessments ranged from around 20,300 in Year 5 to around 15,900 in Year 9. For numeracy, the comparable percentages were slightly lower, ranging from 34% in year 5 to 30% in Year 9 (Table 1).
| Exempt(a) (%) | Needs additional support (b) (%) | Developing (c) (%) | Strong (d) (%) | Exceeding (e) (%) |
Total participants (f) (%) | Total participants (f) (number) |
Year 3 (around 22,500 enrolled students) | |||||||
Reading | 3.0 | 33.9 | 29.1 | 29.3 | 4.8 | 88.1 | 19,824 |
Numeracy | 2.9 | 32.2 | 33.9 | 29.4 | 1.6 | 86.5 | 19,466 |
Year 5 (around 22,900 enrolled students) | |||||||
Reading | 2.8 | 27.9 | 28.4 | 36.3 | 4.6 | 88.5 | 20,313 |
Numeracy | 2.7 | 29.6 | 33.2 | 32.5 | 1.9 | 86.8 | 19,908 |
Year 7 (around 22,800 enrolled students) | |||||||
Reading | 2.9 | 30.5 | 30.6 | 31.5 | 4.6 | 84.8 | 19,331 |
Numeracy | 2.9 | 33.4 | 30.4 | 31.1 | 2.2 | 82.5 | 18,807 |
Year 9 (around 22,200 enrolled students) | |||||||
Reading | 3.1 | 31.0 | 33.7 | 28.3 | 4.0 | 71.4 | 15,859 |
Numeracy | 3.1 | 34.2 | 32.8 | 28.5 | 1.5 | 69.7 | 15,480 |
(a) Some but not all students with a language background other than English who arrived from overseas less than a year before the tests, or with significant disabilities, were exempted from testing.
(b) The student’s result indicates that they are not achieving the learning outcomes expected at the time of testing. They are likely to need additional support to progress satisfactorily.
(c) The student’s result indicates they are working towards expectations at the time of testing.
(d) The student’s result meets ‘challenging but reasonable' expectations at the time of testing.
(e) The student’s result exceeds expectations at the time of testing.
(f) Includes students who were assessed (including non-attempt or exempt) as a percentage of the total number of students in the year level. Absent and withdrawn students are considered not to have participated.
Source: ACARA n.d.a (NAPLAN national results 2025)
The proportion of First Nations students needing additional support increased by remoteness for both NAPLAN reading and numeracy and in each year level. In 2025, the proportion of First Nations students needing additional support for reading in:
- Very remote areas was 76% in Year 3, 72% in Year 5, 77% in Year 7 and 71% in Year 9
- Major cities was 26% in Year 3, 20% in Year 5, 22% in both Year 7 and Year 9 (ACARA n.d.a).
Programme for International Student Assessment
The Programme for International Student Assessment (PISA) is a standardised test of knowledge and skills administered to a representative sample of 15-year-old students by the Organisation for Economic Co-operation and Development (OECD) in over 70 countries. For more information on Australia’s results, see Education and skills – from early childhood to tertiary education.
Due to the impacts of the COVID-19 pandemic, the 2021 PISA test was deferred until 2022. Australia’s 2022 PISA results (De Bortoli et al. 2022) showed that for First Nations students:
- The proportion achieving the National Proficient Standard (Level 3 or above, a score above 480) was 29% for English reading literacy, 20% for mathematical literacy, and 29% for scientific literacy.
- There was a decline in English reading literacy from 2000 to 2022 (from a mean score of 448 to 420). There was a decline in mathematical literacy from 2003 and 2022 (from a mean score of 440 to 410). There was no significant change over time in scientific literacy from 2006 to 2022 (427) (Figure 7).
Figure 7: PISA mean performance scores of First Nation students in reading, mathematical and scientific literacy, by domain, 2000 to 2022
| Year | Reading literacy | Mathematical literacy | Scientific literacy |
|---|---|---|---|
| 2000 | 448 | NA | NA |
| 2003 | 444 | 440 | NA |
| 2006 | 434 | 442 | 441 |
| 2009 | 436 | 441 | 449 |
| 2012 | 428 | 417 | 440 |
| 2015 | 435 | 427 | 437 |
| 2018 | 431 | 426 | 432 |
| 2022 | 420 | 410 | 427 |
The starting year for each domain is determined by the first cycle that a domain had a full assessment (the first cycle it was the major domain). This occurs every third cycle from the starting year. Mathematics was the major domain in 2022. There was a 4-year gap between the final 2 assessments (2018 and 2022).
Source:
De Bortoli 2022
Attainment of Year 12 or equivalent
In the 2021 Census, the proportion of First Nations people aged 20–24 who had attained a Year 12 or equivalent, or a non-school qualification at Certificate III or above qualification was 68% (45,800 of 67,300 people), an increase of 16 percentage points from 2011 (Figure 8).
To support First Nations students in achieving their full learning potential, the National Agreement includes a target of increasing the proportion of First Nations people (age 20–24) attaining a year 12 or equivalent or a non-school qualification at Certificate III or above qualification to 96 per cent by 2031.
Figure 8: Proportion of First Nations people aged 20–24 who had attained a Year 12 or equivalent, or a non-school qualification at Certificate level III or above, 2001 to 2021
| Year | Per cent |
|---|---|
| 2001 | 39.4% |
| 2006 | 45.4% |
| 2011 | 51.8% |
| 2016 | 63.2% |
| 2021 | 68.1% |
Source:
AIHW analysis of ABS Census of Population and Housing, 2021 (ABS 2023a).
Based on the 2021 Census, the majority (60%) of First Nations people aged 20–24 had completed Year 12 – comprising those who had completed only Year 12 (38%) and those who had completed both Year 12 and a Certificate level III or above qualification (22%). Only a small proportion (8.6%) of First Nations people aged 20–24 had not completed schooling at Year 12 but had obtained a non-school qualification at Certificate level III or above (AIHW 2025).
In 2021, the proportion of First Nations Australians aged 20–24 who had attained a Year 12 or equivalent or Certificate III or above qualification ranged from 76% in Major cities to 42% in Very remote areas (Figure 9).
Figure 9: Proportion of First Nations people aged 20–24 who had attained a Year 12 or equivalent (Certificate III or above) qualification, by remoteness, 2021
| Remoteness | Per cent |
|---|---|
| Major cities | 75.9% |
| Outer regional | 67.8% |
| Inner regional | 65.7% |
| Remote | 53.3% |
| Very remote | 41.7% |
Source:
AIHW analysis of ABS Census of Population and Housing, 2021 (ABS 2023a).
Tertiary qualifications
Based on data from the 2021 Census, 47% of First Nations Australians aged 25–34 (50,700 of 107,800 people) had completed a tertiary qualification as their highest educational attainment (Certificate III and above) (Figure 10). This proportion has been steadily rising over the last 2 decades, more than doubling between 2001 and 2021.
To support First Nations students in reaching their full potential through further education pathways, the National Agreement includes a target of increasing the proportion of First Nations people aged 25–34 years who have completed a tertiary qualification (Certificate III and above) to 70 per cent by 2031.
Figure 10: Proportion of First Nations people aged 25–34 who had attained Certificate III or above, 2001 to 2021
| Year | Per cent |
|---|---|
| 2001 | 18.9% |
| 2006 | 25.9% |
| 2011 | 32.5% |
| 2016 | 42.3% |
| 2021 | 47% |
Source:
AIHW analysis of ABS Census of Population and Housing, 2021 (ABS 2023a).
Based on data from the 2021 Census, the completion rate of tertiary qualifications for First Nations people aged 25–34 ranged from 57% in Major cities to 17% in Very remote areas (Figure 11).
Figure 11: Proportion of First Nations people aged 25–34 who had attained Certificate III or above, by remoteness, 2021
| Remoteness | Per cent |
|---|---|
| Major cities | 56.6% |
| Inner regional | 49.1% |
| Outer regional | 42% |
| Remote | 29.1% |
| Very remote | 17.4% |
Source:
AIHW analysis of ABS Census of Population and Housing, 2021 (ABS 2023a).
For First Nations students aged 25–34 in Certificate III or above government-funded Vocational education and training (VET) courses, enrolments increased by 26% from 32,700 in 2020 to 41,200 in 2023. This remains below the peak of 43,700 in 2019, before the impact of the COVID-19 pandemic (NCVER Collection 2025).
Improvements have been made in university enrolments and course completions for First Nations Australians in recent years. Between 2011 and 2023:
- the number of First Nations students enrolled in university almost doubled, from around 11,800 to 23,300
- the number of higher education course completions by First Nations students more than doubled (from 1,800 to 3,800) (Department of Education n.d.).
- the First Nations proportion of the domestic higher education student population increased from 1.3% to 2.2% (Department of Education n.d.). Noting that in 2023, First Nations people formed 3.8% of the total Australian population (ABS 2023b).
For more information on factors affecting university participation, see Australia’s welfare 2023: data insights article Relative influence of different markers of socioeconomic status on university participation.
Comparisons with non-Indigenous Australians
While outcomes on many educational measures are improving for First Nations students, they still experience considerable educational disparities compared to non-Indigenous students across English literacy and numeracy outcomes, school completion and attainment of tertiary qualifications. Table 2 presents selected education measures by Indigenous status.
Measure | First Nations | Non-Indigenous |
Proportion of children assessed as developmentally on track in all 5 domains in the first year of full-time schooling, 2024 | 33.9% | 54.3% |
Proportion of children in Year 9 assessed as needing additional support in reading based on NAPLAN testing, 2025 | 31% | 8% |
Attendance rate of children in Year 10, 2024 | 66% | 85% |
Proportion of 20–24-year-olds who have completed Year 12 or equivalent, 2021 | 68% | 91% |
Proportion of 25–34-year-olds who have completed a tertiary qualification, 2021 | 47% | 76% |
Sources: Department of Education 2025, AIHW analysis of AEDC 2024 microdata, ACARA n.d.a (NAPLAN national results 2025), AIHW analysis of ACARA National Student Attendance Data Collection (ACARA n.d.b), AIHW analysis of ABS Census of Population and Housing, 2021 (ABS 2023a).
Key data gaps and data improvement activities
The focus on school enrolment rather than school attendance does not present the full picture. School attendance is a key factor in performance and outcomes from preschool through to Year 12. One example is the impact of preschool attendance on the likelihood of First Nations children being developmentally on track in their first year of full-time school.
Improvements to data on preschool data would help to understand factors affecting attendance in the years before full-time school. In addition to the challenges in measuring YBFS enrolment, information is needed on accessibility, cultural safety, affordability, workforce availability and suitability for an individual child and their family. Geospatial information on areas where preschool service gaps exist is also key.
Closing the Gap targets
In 2020, all Australian governments and Aboriginal and Torres Strait Islander Coalition of Peaks representatives worked in partnership to develop the National Agreement, built around 4 Priority Reforms. The National Agreement also identifies 19 targets across 17 socioeconomic outcome areas. Five of these targets relate to school readiness and education (Table 3). Information on progress towards the targets can be found through the Closing the Gap Information Repository (Productivity Commission n.d.).
Target measure | Baseline(a) | Latest available measurement(b) | Target(c) |
Enrolled in Year Before Fulltime Schooling(d) | 76.7% (2016) | 94.2% (2024) | 95% (2025) |
Developmentally on track on 5 domains of the AEDC | 35.2% (2018) | 33.9% (2024) | 55% (2031) |
Attainment of Year 12 or equivalent or Certificate III or above (aged 20–24) | 63.2% (2016) | 68.1% (2021) | 96% (2031) |
Completed a tertiary qualification (Certificate III or above) (aged 25–34) | 42.3% (2016) | 47.0% (2021) | 70% (2031) |
Fully engaged in employment, education or training | 57.2% (2016) | 58.0% (2021) | 67% (2031) |
(a) Result for the baseline year
(b) Latest available data, as presented in the Closing the Gap Information Repository
(c) The Closing the Gap target specified for this measure
(d) The official method for calculating this Closing the Gap target (Target 3) uses population projections and modelled adjustment factors to estimate the number of YBFS children in each year. For more details, see Measuring preschool enrolment above and the Closing the Gap Information Repository (Productivity Commission n.d.).
Source: Productivity Commission n.d.
Prior to establishment of the National Agreement, there were 7 Closing the Gap targets set by the Council of Australian Governments (COAG) under the National Indigenous Reform Agreement, 4 of which related to education. These targets focused addressing inequities in early childhood education and care, school attendance, reading, writing, and numeracy and attainment of Year 12 or equivalent (Certificate II or above).
Where do I go for more information?
For more information on education and skills of First Nations people and on progress on the education-related Closing the Gap targets, see:
- Closing the Gap website
- Closing the Gap data dashboard
- Commonwealth Closing the Gap 2024 Annual Report and 2025 Implementation Plan.
- Aboriginal and Torres Strait Islander Health Performance Framework:
ABS (Australian Bureau of Statistics) (2011) The Health and Welfare of Australia’s Aboriginal and Torres Strait Islander Peoples, October 2010: links between education and health, ABS website, accessed 16 April 2025.
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ABS (2023b), National, state and territory population, ABS website, accessed 20 February 2025.
ABS (2024) Schools (Table 42b), ABS website, accessed 22 April 2025.
ABS (2025) Microdata and TableBuilder: Preschool education, Australia, AIHW analysis of TableBuilder microdata, ABS website, accessed 22 April 2025.
AIHW (Australian Institute of Health and Welfare) (2025) Closing the Gap targets: key findings and implications, catalogue number IHW 294, AIHW, Australian Government.
ACARA (Australian Curriculum, Assessment and Reporting Authority) (n.d.a) NAPLAN national results, ACARA website, accessed 31 July 2025.
ACARA (n.d.b) National Report on Schooling in Australia Data Portal – Student attendance, ACARA website, accessed 17 April 2025.
ACARA (2020) National Standards for Student Attendance Data Reporting – Third edition, ACARA, accessed 17 April 2025.
ACARA (2022) National Assessment Program – Literacy and Numeracy National Report for 2022, ACARA, accessed 17 April 2025.
Biddle N and Cameron T (2012) Potential factors influencing Indigenous education participation and achievement. Research report for the National Vocational Education and Training Research Program, National Centre for Vocational Education Research, accessed 14 April 2025.
De Bortoli L, Underwood C and Thomson S (2022) PISA 2022: Reporting Australia’s results – Volume 1 Student performance and equity in education, Australian Council for Education Research, accessed 17 April 2025.
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Department of Education (2025b) Australian Early Development Census, microdata, accessed 24 July 2025.
Department of Education (n.d.) Higher education statistics – Student data, Department of Education, Australian Government, accessed 17 April 2025.
DESE (Department of Education, Skills and Employment) (2022) Australian Early Development Census National Report 2021, DESE, Australian Government, accessed 17 April 2025.
Disability RC (Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability) (2023) Final Report – Volume 9, First Nations people with disability, Disability RC, Australian Government, accessed 14 April 2025.
Hart M, Moore M and Laverty M (2017) ‘Improving Indigenous Health through education’, The Medical Journal of Australia 207(1):11–12, doi:10.5694/mja17.00319, accessed 14 April 2025.
McGaw B, Louden W and Wyatt-Smith C (2020) NAPLAN Review Final Report, Review commissioned by states and territory governments: New South Wales (Department of Education), Queensland (Department of Education), Victoria (Department of Education and Training) and Australian Capital Territory, accessed 17 April 2025.
NAP (National Assessment Program) (2025) NAPLAN – results, reports, performance, NAP website, accessed 31 July 2025.
NCVER (National Centre for Vocational Education Research) Collection (2025) Government-funded students and courses, NCVER, accessed 16 April 2025.
Productivity Commission (n.d.) Closing the Gap Information Repository, Productivity Commission website, accessed 31 July 2025.
This page uses data from the Australian Early Development Census (AEDC). The AEDC is funded by the Australian Government Department of Education. The findings reported are those of the AIHW and should not be attributed to the Department of Education.