A new two-year study has revealed the key drivers of inequity within Australia’s educational system and the impact these have on students.
The Amplify Insights: Education Equity report, conducted by the Centre of Social Impact, provides 22 recommendations on what needs be done both inside and outside the school gates to deliver a more equitable education system post-pandemic.
The report's recommendations include explicitly acknowledging the limitations of Western definitions of ‘school readiness’ in transition programs, investing in flexible education model options that embed non-ATAR based pathways of learning and improving partnerships between schools, universities and communities for creating linkages and diverse pathways to education and employment in local and outer regions.
Lead researcher, Dr Meera Varadharajan, says a key finding from the research was that students from disadvantaged backgrounds have a range of skills and competencies that aren't captured in traditional education.
“These include the skills gained from participating in Indigenous heritage, cultures and practices; community and service activities such as caring for family members with disability, or be an interpreter to other family members,” Dr Varadharajan told The Educator.
“While there are a number of culturally responsive Indigenous education programs, they are often lacking rigorous evaluation. This means successful ones cannot be replicated.”
Dr Varadharajan said student agency is often missing from discussions about Indigenous students’ future.
“When schools, families and communities work in non-tokenistic inclusive partnerships, this can lead to decreased drop-off rates for young people, improved attendance and strengthened pride in their culture.”
Dr Varadharajan said schools and system leaders, including governments should invest in flexible education models with non-ATAR based pathways.
“These pathways should include capturing and documenting general capability skills and competencies acquired outside education settings,” she said.
“They should also acknowledge the limitations of western definitions of knowledge and look to other perspectives.”
Dr Varadharajan said the pathways should build a strong evidence base of best practice models and partner with families and communities using a strength base non-tokenistic approach, while amplifying student voice and agency from diverse groups.
“It is also key to implement early intervention tools to address learning difficulties.”
CSI founder and leading education academic Professor Peter Shergold AC said the report findings build on existing literature, such as the 2011 Gonski Report, and Looking to the Future Report, released in 2020.
"This research adds new post-pandemic learnings and updated recommendations that cover all levels of influence within the education community," Professor Shergold said.
“It shows the need for long-term planning and innovative thinking, if we are to provide young Australians with flexible educational pathways to employment satisfaction and active citizenship. It provides the evidence to inform and inspire reform.”