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Study Away Review: Improving Education for Indigenous Students

This study reviews the challenges faced by Indigenous secondary students studying away from home and proposes solutions in the areas of preparation, travel, school and boarding, and family and community engagement.

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Study Away Review: Improving Education for Indigenous Students

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  1. KeynoteGenevieve HassallGenevieve Hassall, Adviser, the Department of the Prime Minster and Cabinet Study Away Review

  2. What is the Study Away Review? A framing of the issues facing Aboriginal and Torres Strait Islander secondary students who study away from home. 4 pillars: Preparation, Travel, School and Boarding, Family and Community Engagement Mobilised different sources of expertise The Report can be found at https://www.pmc.gov.au/resource-centre/indigenous-affairs/study-away-review

  3. Why boarding schools? Of the ABSTUDY secondary students studying away, around 54% do so because they have limited access to a secondary school from their home. 2% 4% 24%

  4. Location breakdown 21% 38% 16% 6% 13% In 2015, around 75% of the 5700 secondary students receiving ABSTUDY to study away were from QLD, NT and WA. In 2015, 77% of the 5700 ABSTUDY Away From Home secondary students were attending non-government schools in their home state. 6%

  5. 1. Preparation For many students there is too little preparation too late

  6. Applying for ABSTUDY Stakeholders reported that “the application process is long, complex and confusing” resulting in some families lodging late or incomplete claims Late and incomplete claims can cause delays in ABSTUDY approval and starting school late

  7. 2. Travel Confusion about roles and responsibilities

  8. 3. In-School and Accommodation Support Stakeholders say boarding costs are greater than revenue raised Extra boarding costs for remote Indigenous students come from additional needs not covered by any clear funding source Rising levels of suspensions and expulsions Limited alternative education options for when boarding does not work

  9. Activities with Funding Gaps Family Engagement Physical Health Mental Health Cultural Support Travel support

  10. No Needs Based Funding for Boarding EQUALITY OF RESOURCES EQUALITY OF OUTCOMES

  11. 4. Family and Community Engagement • Evidence indicates insufficient engagement and collaboration between boarding schools/residences and students’ families • Many parents and communities lack the capabilities (skills, knowledge, connections, confidence) to effectively engage in their children’s education and school “School practices are a stronger predictor of parent involvement than a parent’s educational level, income status or ethnic background”(Epstein, 1991)

  12. Principles for future action • Better preparation for students and families • Reducing ABSTUDY complexity • Travel safety and clarify roles • Understanding additional boarding costs and shortfalls • Improved family and community engagement • Development of family and community capabilities • Improved service and sector coordination

  13. Work Already Undertaken • DHS has undertaken immediate work to simplify the ABSTUDY claim process, including: • From 28 November 2016, simplified the ABSTUDY application process by allowing a verbal declaration over the phone. • Around 80% of ABSTUDY claims are taken over the phone, and this streamlined process nearly halved claim processing times, with many claims now able to be completed over the phone. • This was supported by a targeted communication campaign encouraging families to submit their ABSTUDY claims early.

  14. Practical steps… In-depth analysis of efficiency and effectiveness of boarding services and operations and benchmarking costs Ongoing consideration on how to improve the delivery and administration of ABSTUDY Cross-sector Indigenous boarding reference group to develop and progress a work-plan Work of Boarding Australia – voice of parents, parent and expert networks

  15. What can schools do to help? • Being advocates for school, boarding and student voice • Finding ways to be increasingly culturally aware • Working together, sharing resources, best practice, lessons learned

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