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Article Excerpt
Indigenous students complete secondary education at about half the rate of non-Indigenous students, yet are twice as likely to participate in Vocational Education and Training (VET) in Schools subjects. This paper explores the reasons for this phenomenon. It draws on data from two national studies: a survey of 20 000 young people and their experience of vocational learning, and a qualitative study that included interviews with 118 Indigenous VET in Schools students and 160 school staff and other stakeholders. It discusses the role of VET in addressing the needs and aspirations of Indigenous students, and identifies key aspects of good practice in the provision of VET for Indigenous students. The paper argues that VET in Schools cannot succeed as a 'stand alone' solution to the problem of Indigenous educational disadvantage, but must be offered within the context of educational provision that accommodates the diverse educational needs and aspirations of Indigenous students.
Introduction
The historical influences on the present situation of Australian Indigenous peoples are well documented. We are all familiar with the children of the stolen generation and the ongoing debate over land rights. The recent 'history wars' reflect the highly contested nature of historical accounts of white settlement and its impact on Indigenous peoples. While there are different perspectives, we cannot ignore the history of invasion, dispossession, and social exclusion that has shaped the lives of Indigenous peoples and constricted their opportunities.
Education is seen as a source of empowerment for Indigenous peoples. Despite debate about the role of education in improving opportunities, and numerous inquiries into Indigenous education at a national and state level, the fact remains that Indigenous students continue to be significantly disadvantaged in terms of educational participation and achievement. Apparent retention rates for Indigenous students from Years 7-8 to Year 12 are about half those of non-Indigenous students. Recent data indicate modest improvement: apparent retention has risen from 29 per cent in 1996 to 38 per cent in 2002. This compares with much slower growth for non-Indigenous students in the same period, but from about double the base (72 per cent to 76 per cent).Thus the relative position of Indigenous students has improved slightly over that time (ABS, 2002).
Numerous reports indicate that Indigenous academic achievement is also lower (e.g., The National Report to Parliament on Indigenous Education and Training, Commonwealth of Australia, 2001). Substantial research has been conducted to identify the reasons for Indigenous students having lower than average attendance, retention and achievement, and many contributing factors have been identified, especially relationships between teachers, students, parents and the community (Godfrey, Partington, Harslett, & Richer, 2000; Herbert, Anderson, Price, & Stehbens, 1999; Lester, 2000; Munns, 1998; Rigney, Rigney, & Hughes, 1998; Schwab, 1999). Relevant teacher expertise in cultural awareness, cross-cultural communication and teaching English as a second language also impacts on the quality of teaching and learning experienced by the Indigenous student (Bourke, Rigby, & Burden, 2000; Herbert et al., 1999; Purdie, Tripcony, Bouhon-Lewis, Fanshawe & Gunstone, 2000). Some Indigenous students find engagement with school difficult because of nonschool factors, such as poverty, poor health, imprisonment, high family mobility and indigenous inter-group tensions (Bourke et al., 2000; Gray, Hunter, & Schwab, 2000; Herbert et al., 1999). Students from remote communities face additional barriers to school engagement due to limited access to facilities and difficulties associated with living away from home.
Racism has been shown in numerous studies to impact on Indigenous students' relationship with school (Groome & Hamilton, 1995; Rigney et al., 1998).These studies identified structural racism, exemplified by Failure to acknowledge the culture of Aboriginal people within the everyday practices of the school, and also low expectations of Indigenous students. Racism is also reflected in schools' distribution of human resources, as well as ideologically at the pedagogical level in the construction of knowledge which informs curriculum content. Racism also impacts on Indigenous students' job and career aspirations (Gool & Patton, 1999; Lester, 2000). A study on the self-identity of Indigenous students in primary and secondary schools revealed that the above factors shape the self-identity of students, which in turn affects school participation and performance (Purdie et al., 2000).
Indigenous parents are increasingly recognising the need for their children to succeed at school (Schwab & Sutherland, 2001). The data from a recent national survey of 20 000 students, of whom 451 were Indigenous (Polesel & Helme, 2003) support this view, with more than nine in ten Indigenous students surveyed reporting that their parents wanted them to do well at school. This reflects increasing recognition by Indigenous communities of the value of education and its strategic role as a bridge to the labour market.
VET in Schools: A ladder of opportunity?
Vocational Education and Training (VET) in Schools is arguably the most important reform to the senior secondary curriculum in Australia in the last quarter of a century. The growth in VET in Schools nationally has been significant, from about 16 per cent of Year 11 and 12 students in 1996 (60 000 students) to 44 per cent (185 000 students) in 2002. Growth in the number of schools offering VET programs has also increased considerably. In 1997, 70 per cent of all schools across Australia offering a senior secondary curriculum also...
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