The social and economic disparities between rural and urban communities in Australia are well

In the comparison of rural and urban students we notice an overall under-representation of the students who reside in a regional or remote area. “In 2015, just under one quarter of domestic applicants (24.0%), (excluding WA) were from non-metropolitan areas (regional and remote areas). This is lower than their share of the working aged population aged 15 to 64 (28.6%)10 , demonstrating that people from nonmetropolitan areas are

Education as a whole has been the key to the future and provides to the students with skill that they could not get anywhere. The new age has clearly shown us that education is a vital ingredient for a person’s future. Education has shown that one who studies further has a better lifestyle and will be highly respected, but what education cannot do is offer everyone the opportunity to succeed. Only a few students can take advantage of education; because if suddenly

60% of aboriginal children are significantly behind non-indigenous Australians by the time they start years one. Only 40% of aboriginal children stay at school through to year twelve. Causes of this include language because English is their second language, inappropriate context; material being taught does not relate to the aboriginals lives. Over crowed house where aboriginal children cannot learn to do homework is a big factor in them being behind in education.

Australian government today recognises that educational policies regarding Aboriginal people cannot be made without considering social and economic policies aimed at improving outcomes for Aboriginal communities in general (TICHR, 2006). Main contemporary issues facing Aboriginal communities are proving land ownership, remoteness, health status, education and employment status and social attitude of Non-Aboriginal population towards the Aboriginal communities (Challenges facing the Indigenous communities today, n.d.). Tackling this issue is not a simple task: the document “National Indigenous Reform Agreement” (2010) which aims to improve outcomes for all Indigenous Australians recognizes that this process needs approach from different aspects, taking into account “seven key building blocks: Early Childhood, Schooling, Health, Economic Participation, Healthy Homes, Safe Communities, and Governance and Leadership” (as cited in DET Queensland,

Education is fundamental to growth, the growth of the individual, and the growth of a nation. Anthropologically this can be seen from the earliest of developments of human societies where practices emerge to ensure the passing of accumulated knowledge from one generation to the next. In the centuries since the invasion and colonisation of Australia in 1788, colonist authorities and governments have dominated the making of policies regarding most major aspects of Australian life, including the lives of Indigenous Australians. The enactment of these policies and legislation, whether targeted at society as a whole or directly at education, has had significant and most often negative causal impact on Aboriginal and Torres Strait Islander peoples, resulting in not only poor educational outcomes, but the loss of cultural identity, the development of serious issues in health and wellbeing, and the restriction of growth of Aboriginal communities. Moreover, there has been an ongoing pattern of the adoption of ill-informed policies in Australia, resulting in these poor outcomes and cultural decimation. Aboriginal people have developed a wariness, a mistrust, and even an attitude of avoidance to engage with non-Indigenous officials and those who they associate as their representatives, i.e. personnel working within

A person will need an education to achieve a job. The finding ‘closing the gap did’ was recorded scores from NAPLAN results and the findings were between 90 and 95% of non-Indigenous achieved average or above the nation minimum however over Indigenous only 30% achieving this. Our government is helping these targets be achieved with having attention drawn to infrastructure, workforce of teachers and school leaders supply quality, curriculum, allow for more parent involvement and greater opportunities. There are more opportunities for pathways into work place, or training to help those that school just isn’t for. In February there was $98.8 million over five year provided for an extra 200 teachers for remote school in Northern Territory. Making it compulsory for remote juveniles to attend school for achieving greater attendance. The fund will help for enabling them to expand the National Accelerated Literacy Program that helps literacy and numeracy skills that have successful helped Indigenous and will hopefully further improve standards. The aim is also to give an understanding to parents and teacher of these remote communities and become a further part of their child’s education. There is a plan by closing the gap to build in the northern Territory to fund a $28.9 million three Indigenous facilities which will accommodate years 8 to 12 and help give the Indigenous young people an

In exploring the Australian Curriculum, it becomes apparent that this curriculum was developed to encompass a wide range of skills and abilities that will be needed to enable young Australians to become productive and successful members of society of the future. The influence of a range of different curriculum models and education theories has bought together a comprehensive overview of what the Australian education system will deliver and how this can be accomplished.

Colonialism and its power in the educational system positioned Indigenous Australians in a low socioeconomic status perpetuating an intergenerational cycle of disadvantage ultimately resulting in a high Indigenous infant mortality rate. Socio- economic status is an indicator of social class based on income, education and occupation. Education of Indigenous Australians in the early years of colonisation are practically oriented and based around the management of garden and farm. This structural violence in societal institutions only equipped Indigenous students to participate in the lowest levels of the workforce. Although overtime education

Since the implementation of the CYWRT in 2008, there have been notable improvements in relation to the FRC achieving schooling obligations of 100% school attendance and increased boarding school take-up, through a new model of schooling (Australian Council for Educational Research, 2013). The school is a campus of the Cape York Aboriginal Australian Academy (CYAAA), which has only been operation since 2010 in Aurukun and Coen, and since 2011 in Hope Vale (Australian Council for Educational Research, 2013). The academy aims to close the academic achievement gap between Indigenous and non-Indigenous students (Cape York Welfare Reform, 2012). A number of indicators including school attendance, CYAAA’s testing and the NAPLAN are used to determine

Ultimately, the technical definition of a rural school corresponds to our general understanding of rural areas; they are characterized by geographic isolation and small population size. All schools are categorized into four locales by their size, population density and location. The National Center for Education Statistics (NCES) defines these locales by the school’s proximity to a city an “urban-centric” classification system. The four locale categories used by the NCES’ urban centric classification system are city, suburb, town and

What does today’s society expect from students? A question that can either end with a positive or negative answer. With any kind of education there comes responsibility, commitment, and consequences. As a student, one must develop qualities in him or her to enable him or her to lead a successful life. The older one gets the higher people’s expectations seem to be. Many of the expectations set for students may be the same, but the repercussions of the actions one choses to take are what differs the most.

In Australia, New Zealand, the United States and the United Kingdom, a student’s chances of academic success are greatly influenced by factors such as ‘ parental wealth, occupational status, education and aspirations’ (Argy, 2007:para3,

Preparing for academic success at the graduate level can be a daunting task. First, one must realize the reason they are in a graduate program to begin with. What goals do you hope to achieve in completing a graduate program? The reasons can be many such as better job opportunities, higher income, or perhaps just for the prestige of earning a graduate degree.

Inequalities exist an all aspects of life. The nature and result of such inequalities shapes our social as well as economic lives. As people progress through their educational life certain inequalities will result in different outcomes of schooling for different sets of people. “In post war Britain pupils from a working class background are constantly found to gain fewer academic qualifications, to be under represented in institutions of higher education and to end up in jobs offering little opportunity for social advancement'; (Brown 1987 p11). It is inequalities such as these that are present both in and out of school that will determine life chances of individuals. It is commonly accepted that education is the main

Regardless of the financial costs of education, statistics show in the years from 1983 to 1996 numbers of students in tertiary education doubled and retention rates within secondary schooling reached new heights, rising from 40.6% in 1983 to 71.3% in 1996 (Jamrozik, 2009), clearly placing education as a high value within the Australian society and becoming a lifetime pursuit for many people. However historically, the changes that have occurred over the years, have reinforced Australia’s problem with social inequalities within the education system.