Closing the Gap targets: key findings and implications

Target

The target associated with Outcome 5 of the 2020 National Agreement is to increase the proportion of Aboriginal and Torres Strait Islander people aged 20–24 attaining year 12 or equivalent qualification to 96% by 2031 from a baseline of 63%.

Background

Education is widely recognised as a key social determinant of health and future socioeconomic wellbeing, including income and employment.

While schooling is the mainstream way to achieve an education, Aboriginal and Torres Strait Islander (First Nations) people have a long history of using informal learning methods – storytelling or yarning, observation, imitation, real-life or land-based learning (as opposed to the mainstream Western education system) – to pass on their knowledge and skills to the next generation.

It is important to note also that educational opportunities for First Nations people in the mainstream education system were restricted for much of colonial history.

The literature suggests that First Nations students living in remote areas face challenges in attending secondary school due to the limited number of schools available in these communities, despite willingness to continue schooling by both students and parents. It is more difficult and costly to attend schools in remote areas and the facilities often have inadequate services, resources and trained teachers.

Another major obstacle to equal access to education in First Nations communities in Australia and elsewhere is ethnic and cultural discrimination. First Nations students report being discriminated against by students and teachers because of their language and cultural practice.

Students’ educational aspirations are strongly linked with parental and family and community support as these have an impact on student motivation and self-efficacy. Positive First Nations cultural identity is associated with students’ educational aspirations.

Current status

Nationally, in 2021, 68% of First Nations people aged 20–24 had attained year 12 or an equivalent qualification. While the target shows improvement, it did not achieve the progress point for 2021 (74%) to be on track to meet the 2031 target. 

Among First Nations people aged 20–24 (who identified as Aboriginal and/or Torres Strait Islander in the 2011 Census) who had not completed year 12 or equivalent (566) in 2011, more than one-quarter (27%) went on to do so by 2016. 

The proportion completing year 12 or equivalent among First Nations people aged 
 20–24 was higher for women (72%) than for men (64%). 

The proportion of First Nations people aged 20–24 who had attained year 12 or equivalent ranged from 40% in the Northern Territory to 82% in the Australian Capital Territory.

Major cities had the highest proportion of year 12 attainment among First Nations people aged 20–24 (at 76%) while Very remote areas had the lowest (42%). 

About 52% of First Nations people aged 20–24 living in most disadvantaged areas (IRSD decile 1) completed year 12 or equivalent compared with 89% of First Nations people living in least disadvantaged areas (IRSD decile 10).

Key findings

Regression analysis showed that, controlling for other factors, the odds of having completed year 12 or equivalent among First Nations people aged 20–24 were statistically significantly:

• higher for those who identify with a tribe, language group or clan than for those who do not 
• higher for those living in households that were not crowded than for those living in crowded households
• higher for those living in Major cities than for those living in Very remote areas
• higher for those living in areas ranked in the middle 3 IRSD deciles of socioeconomic disadvantage than for those living in the most disadvantaged areas (IRSD decile 1)
• lower for those living in Western Australia and South Australia than for those living in New South Wales and the Australian Capital Territory.

Strategies for improvement

Interventions targeting attendance and achievement in the early and middle levels of school should be strongly considered, based on a wealth of literature that suggests that earlier years of educational attendance and achievement have a substantial direct influence on year 12 attainment. A holistic approach that takes into consideration the broader social challenges in communities, and fosters connections with First Nations peers, mentors and communities, may be one way to improve school attendance and achievement in earlier years.

Practising cultural safety and culturally responsive teaching should be considered paramount within the school environment.

Greater support should be provided for First Nations students with disabilities, mental health conditions or other ongoing health conditions to enable them to complete school.

Policy interventions designed to reduce household overcrowding among First Nations youth may improve the year 12 or equivalent attainment rate.

Improving educational resources in remote communities is likely to improve First Nations year 12 attainment outcomes.