Indigenous people in vocational education and training: A statistical review of progress

This report provides a statistical overview of Indigenous peoples' participation and outcomes in vocational education and training (VET) over the period 1997-2001. The data analysis provides base benchmarks against which trends over the coming years can be assessed as impacted by actions taken against the blueprint for implementation of the Partners in a learning culture national Indigenous research strategy that commenced in 2001 and continues up to 2005.¹ The data are all sourced from the national VET statistical collections managed by the National Centre for Vocational Education Research (NCVER).

The blueprint calls for the monitoring of participation, completions and outcomes for Indigenous students in VET and provides guidance on how the analysis should be conducted; that is, for all Indigenous students and those in higher versus lower level courses etc. Moreover, a disaggregated analysis by geographic region has been included because of advice received that this would be most useful given that the context, needs and aspirations differ among Indigenous people who live in the city/metropolitan areas compared to those who live in rural and remote areas.

The blueprint for implementation requires a focus on participation and outcomes for Indigenous students in VET, particularly at the school-age level and on access and attainment in higher-level VET and more industry-relevant courses for Indigenous students.

Key findings from the data analysis undertaken on participation and completions in VET programs between 1997- 2001 are as follows:

• Participation of Indigenous people in vocational education and training is very strong and the rate is twice that of other students.
• Young Indigenous people are especially participating in strong numbers, and at rates above those for non-Indigenous young people.
• The very strong participation rates in vocational education and training provides encouraging opportunities for the future for Indigenous people, especially given their relatively low participation rates in the other education sectors of schools and higher education. However, against all indicators apart from participation, Indigenous people are faring less well than non-Indigenous people.
• The proportions of Indigenous students achieving modules through recognition of prior learning and through credit transfer are about half those of non-Indigenous students.
• There is a trend towards more Indigenous students studying Australian Qualifications Framework (AQF)-related courses that therefore have industry and lifelong learning relevance.
• Although Indigenous VET students tend to study for lower level qualifications than do other students, there is a trend also towards Indigenous people participating in higher-level AQF courses evidenced by:
  • reduction in the number of Indigenous people participating in enabling courses (i.e. non AQF)
  • increases in the numbers of Indigenous people participating in certificates I and II increases in the numbers of Indigenous people participating in certificate III and above
• Pass rates however have decreased, and withdrawal rates also continue to be higher than for non-Indigenous students. The lower levels of previous schooling among Indigenous VET students is an important factor here, but all reasons for these lower achievement levels require investigation.
• There is a significant trend toward Indigenous people participating in information technologyrelated courses, especially at Australian Qualifications Framework level II; however, pass rates have decreased.
• Growth in Indigenous peoples' participation in New Apprenticeships is positive, especially at the Australian Qualifications Framework certificate III level.
• The proportion of Indigenous apprentices and trainees undertaking group training was around twice that of non-Indigenous apprentices and trainees (21% compared to 10%). However, overall, group training is employing less of total New Apprenticeships in 2001 compared with previous years.
• National VET employment outcomes data are not particularly useful in relation to Indigenous people as community development employment program employment is not distinguished from other forms of employment. This notwithstanding, employment outcomes for Indigenous vocational education and training students have improved overall but remain considerably poorer than for non-Indigenous students.
• Geographic regional comparisons show very clearly that conditions differ significantly between the three main regions and hence so do the aspirations of Indigenous people as to what they expect to achieve from VET (see Regional differences towards the end of this report).
• An outstanding challenge is to develop performance indicators that will demonstrate the social and community economic and welfare benefits of participating in VET that can be used in addition to the existing employment-related indicators.

Table 1: Key comparisons between Indigenous and non-Indigenous students in VET 2001

Notes:

1 Includes persons for whom Indigenous status not known

2 Participation rate = numbers in VET as a proportion of total numbers of the stated social group

Table 2: Comparison of VET populations – Indigenous versus other, 1997 and 2001

Note:
1 Includes persons for whom Indigenous status not known

Table 3: VET participation – comparisons of Indigenous and non-Indigenous VET students, 1997 and 2001

Notes:
1 Includes persons for whom Indigenous status not known
2 Senior Secondary accounted for less than 1%

Table 4: Apprenticeship participation – comparison of Indigenous and non-Indigenous VET students, 1997and 2001

Note:

1 Includes persons for whom Indigenous status not known