Learning and Skills

Our shared commitment

Every Aboriginal person achieves their potential, succeeds in life, and feels strong in their cultural identity.

A quality education includes a place of learning that is responsive, welcoming and supportive.  Creating culturally inclusive learning environments is vital to ensuring Aboriginal students feel safe and supported to achieve their learning aspirations.

Goal 4: Aboriginal children thrive in the early years

Overview

Measures under Goal 4 have improved 

Enrolments of Aboriginal children in four-year-old kindergarten have returned to the pre-pandemic levels of approximately 100 per cent.

More Aboriginal children than ever before are funded to participate in Early Start Kindergarten, with significant growth in the percentage of Aboriginal children enrolled in 2022. 

Goal 4 directly aligns with the following Closing the Gap Outcomes and Targets

Outcome 3: Aboriginal and Torres Strait Islander children are engaged in high quality, culturally appropriate early childhood education in their early years.

• Target 3: By 2025, 95 per cent of Aboriginal and Torres Strait Islander children are enrolled in preschool in the year before full time schooling.

Outcome 4: Aboriginal and Torres Strait Islander children thrive in their early years.

• Target 4:  By 2031, increase the proportion of Aboriginal and Torres Strait Islander children assessed as developmentally on track in all five domains of the Australian Early Development Census (AEDC) to 55 per cent

Closing the Gap - How Victoria is tracking nationally 

Outcome 3: In 2022, an estimated 99.2 per cent of Aboriginal and Torres Strait Islander children in the Year Before Full time Schooling (YBFS) age cohort were enrolled in a preschool program across Australia, compared to 125.8 per cent in Victoria. These figures should be treated with caution as population projections for Aboriginal children used to calculate this rate are subject to a margin of error.

Nationally, based on progress from the baseline, the target shows good improvement and is on track to be met. Victoria is now focused on improving preschool attendance rates. 

Outcome 4: In 2021, 34.3 per cent of Aboriginal and Torres Strait Islander children across Australia commencing school were assessed as being developmentally on track in all five Australian Early Development Census (AEDC) domains, compared to 35.6 per cent in Victoria. 

Nationally, based on progress from the baseline, the target is worsening. In Victoria, based on progress from the baseline, this target shows improvement.

The gap between Aboriginal and non-Aboriginal children in Victoria assessed via the AEDC as having ‘highly developed’ strengths reduced by 3.3 percentage points between 2018 and 2021. This is due to a 2.2 percentage point improvement by Aboriginal children and a 1.1 percentage point decline by non-Aboriginal children over that period.

Measure 4.1.1 Number and proportion of eligible children enrolled in a funded four-year-old kindergarten program in the year before school 

The proportion of Aboriginal children enrolled in four-year-old kindergarten has remained strong. In 2022, approximately 100 per cent of eligible Aboriginal children enrolled in kindergarten. Aboriginal children enrolled in kindergarten at a greater proportion than all Victorian children (91.6 per cent). It is encouraging to see enrolments return to a pre-pandemic level. The result of 100 per cent enrolments should be treated with caution as population projections for Aboriginal children used to calculate this rate are subject to a margin of error. Increases in actual enrolments over time indicate a positive and sustained trend.

Victoria’s Best Start, Best Life initiative is transitioning four-year-old kindergarten to Pre-Prep, providing 30 hours per week of play-based learning for all Victorian four-year-olds by 2036. Initiatives include funding for Aboriginal community-controlled organisations and Traditional Owners to work with early childhood services to improve cultural safety and inclusion. The Victorian Aboriginal Education Association Incorporated (VAEAI) delivers sessions to kindergarten educators and teachers to assist in increasing Koorie children’s participation in kindergarten programs across the state. This free practice development opportunity is offered to teachers and educators working directly within a funded kindergarten program and Foundation teachers. The sessions focus on how educators can learn culturally inclusive activities to incorporate into early childhood programs, creating opportunities to develop increased knowledge and understanding of local Aboriginal culture and history and an increased understanding of how services can deliver inclusive programs for Koorie children, families and local Aboriginal communities.

In 2022 1,371 Aboriginal children participated with funding in Early Start Kindergarten. This represents 90.7 per cent of eligible Aboriginal children up from 75.6 per cent in 2021 and 61 per cent in 2018. Early Start Kindergarten gives Aboriginal children 15 hours of free or low-cost kindergarten a week for two years before starting school. With a 90.7 per cent participation rate, more Aboriginal children than ever before are making connections in the classroom and engaging in play-based learning, setting them up to thrive in future years.

Goal 5: Aboriginal learners excel at school 

Overview

Measures under Goal 5 have varied in performance

Attendance rates for Aboriginal students remained lower than for their non-Aboriginal peers across all year levels in 2022. Attendance rates dropped significantly between 2021 and 2022 across all year levels for all students, both statewide and nationally.

Cultural safety continues to be an issue in Victorian schools, with the proportion of Aboriginal students who feel connected to their school declining in all age groups.

More positive signs include that the highest ever number of Victorian schools are teaching an Aboriginal language and the number of Aboriginal school principals and Aboriginal representatives on school councils has increased. 

Closing the Gap – Relevant Outcomes and Targets for Goal 5

The National Agreement does not contain outcomes and targets that align with this VAAF goal. Victoria is pursuing more ambitious and comprehensive goals under the VAAF, which are reported on in this chapter and the Data Dashboard.

Closing the Gap - How Victoria is tracking nationally

Not applicable.

Measure 5.1.1 Percentage of students in top three bands – Reading and Numeracy (NAPLAN) in Years 3, 5, 7 
and 9

The 2022 NAPLAN results for Aboriginal students in Victoria show that while reading has improved or remained consistent over the past three years, numeracy has declined across all tested year levels. In 2022 51.9, 45.8, 30.5 and 26.0 per cent of Aboriginal students in Years 3, 5, 7 and 9 achieved in the top three bands for reading respectively. The percentages for numeracy remain much lower. In 2022 35.4, 25.8, 25.5 and 19.3 per cent of Aboriginal students in Years 3, 5, 7, and 9 achieved in the top three bands for numeracy respectively. In numeracy all four-year levels have declined from their 2021 results with 39.1, 33.6, 28.4, and 21.9 per cent of Aboriginal students in the top three bands in 2021. 

While analysing year on year results for the same year level does not assess changes in the same cohort, it is concerning that over time Victorian schools are not meeting the learning needs of Aboriginal students in this area. Declines in numeracy results also occurred in the non-Aboriginal population. This suggests an issue with numeracy teaching in general. In reading, results from Aboriginal students in the top three bands have remained steady over the past three years. 

From 2023, NAPLAN has changed from grading students across 10 achievement bands to just four proficiency levels: Exceeding, Strong, Developing and Needs Additional Support. The new proficiency bands will support parents and carers to better understand where their child is and whether they need additional reading and numeracy support.  

Measure 5.2.1 Proportion of students who feel connected to their school 

Aboriginal students are reporting feeling less connected with their schools than in previous years. In 2023 Aboriginal students in all respondent year levels reported lower sense of belonging to their school in the Attitudes to Schools Survey. The largest decline was in the years 7 to 9 with 40.8 per cent of Aboriginal students responding that they feel connected their school. Since 2017 connection to school has declined for all cohorts (both Aboriginal and non-Aboriginal). The largest decline being 7.9 per cent decrease in Year 7 to 9. There was a similar decrease in non-Aboriginal students in Year 7 to 9 for the period. The Attitudes to School Survey results provide important information on a student’s experience of connection to and inclusion at school, as well as information on experiences of bullying and racism. Questions relating specifically to experiences of racism were added to the survey from 2023. Attitudes to School Survey results over time have consistently shown that Aboriginal and Torres Strait Islander students feel a lower sense of connection to school and report experiencing bullying and racism at higher rates than their non-Aboriginal peers.

Building a culturally safe school system to improve connection for Aboriginal students is a key focus for the Self-determination in Education co-design process. This will include increasing the capacity of the Aboriginal community-controlled sector to support improved education outcomes for Aboriginal students. 

Measure 5.2.2 Student attendance rates in government schools 

Attendance rates for Aboriginal students remained lower than for their non-Aboriginal peers across all year levels in 2022. Attendance rates dropped significantly between 2021 and 2022 across all year levels for all students, both statewide and nationally. The largest decrease for Aborginal students was a six percentage point decrease in Year 10 attendance rate (73.4 per cent).  

Historical analysis shows that if attendance rates fall below 90 per cent, students are less connected to school and at higher risk of disengaging. In 2022, attendance rates for Aboriginal students averaged less than 90 per cent across all year levels and were particularly low in the later years of school (Years 8-10). There are many internal (inside of school) and external (outside of school) factors that influence school attendance. The COVID-19 pandemic and associated lockdowns, and transition to and from remote learning, is likely to have played a role in increasing student disengagement. More needs to be done to reverse the trend of decreasing attendance rates. Aboriginal student attendance and engagement will continue to be a key focus as DE works with schools and Aboriginal communities to implement the reform directions emerging from the Self-determination in Education consultation and co-design process.

Case study: Koorie Young People Advisory Group

SDRF enabler - Address racism and promote cultural safety

The Koorie Young People Advisory Group (KYPAG) was established in late 2022 in collaboration with VAEAI, the Koorie Youth Council and the Victorian Student Representative Council to ensure Aboriginal students’ and young peoples’ voices are prioritised in the Self Determination in Education Reform initiative. The group comprises 12 members between the ages of 13-25 with connections to Aboriginal communities across Australia. 

Members meet regularly to discuss the reform initiative and the findings from the Campfire Conversations, including how they can support other Aboriginal young people across the state. It has become evident that young people share many of the same challenges in education despite their unique journeys.  Group members have recognised the strength of yarning together and have appreciated connecting with other young people who can relate to their experiences. 

In discussing themes from the Campfire Conversations, the KYPAG produced a list of key messages about what they want schools, teachers and other students to hear and understand in order to make schools welcoming, safe and empowering. These statements based on the stories and experiences of young people have been captured through a possum skin artwork.

The KYPAG is an ever-evolving group that will continue to grow and implement change. Members are keen to continue into 2024 and beyond, especially to further focus on how they can support other young people to have their voices heard as part of the DE’s ongoing work.

Artwork by Nakia Cadd

Measure 5.2.3 Number of Aboriginal people on school councils

In 2023 the number of school councils reporting Aboriginal representation increased to 85, from 66 schools reporting Aboriginal representation in 2022. This represents 11 per cent of schools who responded in 2023, compared with only 11 per cent of schools who responded in 2022. The number of Aboriginal people on school councils is an important measure of school’s engagement with Aboriginal families, but caution must be applied to interpreting this data. Information for this measure is collected via the annual Principal Survey. The Principal Survey is sent to all schools; however, participation is voluntary.  Participation was impacted by the COVID-19 pandemic and responses continue to be lower than pre-pandemic. Only 744 schools in 2023 responded to the survey, compared to 1486 schools in 2019. Aboriginal education stakeholders have shared concerns that, whilst it is positive for schools to encourage Aboriginal parent participation on school councils, it would not be appropriate for Aboriginal families to feel any pressure to engage in this way.

Measure 5.2.4 Proportion of students who report bullying at school

Rates of bullying towards Aboriginal students remains an issue. In 2023 22.7 per cent of Aboriginal students in years 4-6, 24.4 per cent of Aboriginal students in years 7-9, and 16.8 per cent in years 10-12 experienced bullying. All three age groups experienced reduced rates since 2022, with the largest being a 2.8 percentage point decrease for years 4-6. When analysing these results with results from non-Aboriginal students, Aboriginal students in years 4-6, 7-9 and 10- 12 experience bullying at 1.3, 1.5 and 1.7 times the rate of non-Aboriginal students, respectively. In November 2023 the Let us learn: Systemic inquiry into the educational experiences of children and young people in out-of-home care was tabled in the Victorian parliament. This report examined the educational experiences of children and young people in out-of-home care, including the factors that affect their educational outcomes and ability to stay engaged in education. Aboriginal children commonly reported to the Commission experiences of racism, bullying and discrimination at schools from both teachers and peers^[1]. They reported that bullying negatively affected them emotionally and threatened their engagement at school. Aboriginal children comprised 34 per cent of 101 children consulted, and 18 per cent of 88 children who completed an online survey.

Bullying is one of the key precipitants for reduced school attendance and subsequent disengagement. Bullying can also impact rates of Year 12 attainment, experiences of depression, and increased antisocial behaviour. Aboriginal children deserve to live and learn in environments that support them and set them up for success in the future. Addressing systemic racism, increasing cultural inclusion and reducing bullying will remain an important focus for Department of Education. This includes initiatives such as Self-determination in Education, Community Understanding and Safety Training, Strengthening Professional Capabilities of Principals in Koorie Education and anti-racism whole school approaches. 

[1] Commission for Children and Young People. “Let us learn: Systemic inquiry into the educational experiences of children and young people in out-of-home care”, 16 November 2023, pg 194, <https://ccyp.vic.gov.au/inquiries/systemic-inquiries/education-inquiry/…;.

Measure 5.2.5 Number and proportion of school-based Aboriginal education workers across all schools

The total number of education workers identifying as Aboriginal has slightly decreased in 2023 to 200.7 Full Time Equivalent (FTE) workers. This is the second consecutive year this number has decreased. The largest decrease across staff categories was for teachers, with 5.2 Aboriginal FTE staff leaving in 2023. This means that only 0.1 per cent of teachers identify as Aboriginal. In contrast, there was a 1.8 FTE increase in the number of Aboriginal school principals over the same period. Recruiting and supporting Aboriginal teaching staff is being addressed through the Aspiring Koorie Teachers (AKT) Now initiative. 

Measure 5.2.6 Number of schools teaching an Aboriginal language

In 2023, 36 schools in Victoria were teaching an Aboriginal language - the highest on record. This is the first reporting year since 2020 due to the COVID-19 pandemic. Aboriginal languages taught included Bangerang, Barkindji, Boon Wurrung, Dhauwurd Wurrung, Dhudhuroa, Djab Wurrung, Eastern Maar, Gunai Kurnai, Gunditjamara, Kirrae Wurrong, Peek Whurrong, Taungurung, Wadawurrung, Wergaia, Woiwurrung, and Yorta Yorta. Language revitalisation is essential to grounding identity and keeping First Peoples connected to culture as identified in the Yoorrook Justice Commission’s Yoorrook with Purpose report published in June 2022. There is a need to protect and foster Aboriginal language learning in the next generation of leaders in Victoria.

Case study: Elisabeth Murdoch College – Koorie Emerging Leaders in Schools (KELiS)

SDRF enabler - Address racism and promote cultural safety

Elisabeth Murdoch College established the Koorie Emerging Leaders in Schools (KELiS) program, supported by DE. Aboriginal students had expressed a desire to have their voices heard by school leadership and to have more engagement with Aboriginal organisations to enhance their cultural knowledge and empowerment.

To establish the program, EMC connected with the DE’s Koorie Education Workforce, VAEAI, and other schools in the Bayside Peninsula Area. The project was discussed at a Principal Network Meeting and a Community of Practice was initiated. Elisabeth Murdoch College hosted the first student event where Bayside Peninsula Area Koorie students discussed issues including Australia Day, flag rights, racism, reconciliation and Treaty. Students agreed that, to develop and advocate their positions on issues such as these, they needed to build their leadership skills and deepen their cultural understanding through stronger connections with local Aboriginal community organisations. 

Having commenced with eight schools, the KELiS network now includes twelve schools, including a specialist school. For some schools, it is their first consistent engagement with the Aboriginal community. Students have actioned projects at their respective schools including NAIDOC and National Reconciliation Week events, as well as presented to a variety of education and broader community forums. There has also been an increase in school attendance of KELiS students from 2022 to 2023, with preliminary data indicating that KELiS students participate almost 10 days more than Koorie students not engaged in the program. This is significant as it demonstrates that supporting Koorie students’ cultural connections strengthens their engagement with school.

Measure 5.2.7 Number and proportion of government schools having undertaken Community Understanding and Safety Training (CUST)^[2]

98 per cent of Victorian government schools had undertaken Community Understanding and Safety Training (CUST) as of 2023. This represents 1,547 schools across Victoria. CUST is delivered to all government school staff to assist schools to better support Koorie learners, including through developing more culturally inclusive practices. CUST delivery in 2023 focused on unmet demand from schools, including new and existing staff who had not previously undertaken the training. 58 schools received training in 2023. Schools were also eligible to apply for funding for projects to further their learning from CUST. 73 schools received funding over two rounds. With CUST Phase 1 delivery almost completed, processes to work with VAEAI and Aboriginal communities to develop CUST Phase 2 will commence in the coming year.

Case study: Creating connections in the Cardinia Schools Network

The Cardinia Schools Network, comprising 25 schools in the Southern Melbourne Area, works as a collective to lead the implementation of priorities under Marrung: Aboriginal Education Plan 2016 – 2026. The network aims to create culturally safe and inclusive learning communities by building network schools’ knowledge and understanding of Aboriginal history and culture, and growing teachers’ confidence to embed Aboriginal perspectives into their curriculum programs. 

A Marrung Steering Committee with senior representation from network schools and DE’s regional office, including Koorie Engagement Support Officers, meets twice every term to ensure Marrung is kept a ‘front and centre’ priority for all schools. A Community of Practice for teachers meets once each term with a focus on Koorie content in the curriculum and provides a forum for sharing ideas, practice and resources. The network’s Cultural Leadership Program is for student leaders who are passionate about driving cultural change at their school and supporting staff with Harmony Day, Reconciliation Week and NAIDOC Week activities. Cultural Leaders meet several times each year, including a full-day program to enhance their cultural knowledge and leadership skills. 

The network has established partnerships with the Cardinia Shire Council, Casey Aboriginal Gathering Place, the Local Aboriginal Education Consultative Group and the Bunurong Land Council, to run events including the 2023 Deadly Day involving 160 Koorie students, 40 school student leaders and 35 staff who participated in a range of engaging cultural activities. 

[2] Formerly ‘Cultural’ Understanding and Safety Training.

Goal 6: Aboriginal learners are engaged at school

Overview

Measures under Goal 6 have varied in performance

While retention rates for Aboriginal students in Years 10 – 12 improved in 2023, there is evidence of a long-term decline in the rates that is greater than the decline for non-Aboriginal students. 

The number of Aboriginal students completing VCE or another school-based qualification increased, however the proportion has only kept pace with population growth.

Goal 6 directly aligns with the following Closing the Gap Outcome and Target

Outcome 5: Aboriginal and Torres Strait Islander students achieve their full learning potential.

• Target 5: By 2031, 96 per cent of Aboriginal and Torres Strait Islander people (aged 20-24) attain a Year 12 or equivalent qualification.

Closing the Gap - How Victoria is tracking nationally

Outcome 5: In 2021, 68.1 per cent of Aboriginal and Torres Strait Islander people aged 20–24 years had attained Year 12 or equivalent qualification across Australia, compared to 72.6 per cent in Victoria.

Nationally, based on progress from the baseline, the target shows improvement but is not on track to be met. In Victoria, there has been some improvement since 2016 (the baseline year).

6.1 Increase Year 12 or equivalent attainment 

Measure 6.1.2 Apparent retention rates for students in Years 10 to 12

In 2023, 56.3 per cent of Aboriginal students remained at school through years 10 to 12. This is an increase on 2022 of 2.7 per cent. Over the long-term retention rates for Aboriginal students have been slowly declining since the high point in 2015 (65.7 per cent). In comparison, non-Aboriginal students’ retention rates have also been declining in the short and long-term with the high point in 2016 (82.1 per cent). While both cohorts are declining change is greater in Aboriginal students. Further action is required on the part of education settings to retain Aboriginal learners and support Year 12 or equivalent completion The declining results for both Aboriginal and non-Aboriginal students show that schools are struggling to sufficiently engage all their students. Improving retention rates must be tackled holistically, including through effective learning support provided in a culturally safe and inclusive environment. The Department of Education will be guided in this work by the reform directions identified by Aboriginal communities through the Self-Determination in Education initiative.

Measure 6.1.3 Number of Aboriginal students who complete the Victorian Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL) or VET (Vocational Education Training) in Schools Certificate

In 2022, 596 Aboriginal students completed their VCE, VCAL, or VET schools certificate. This is a 32 person decline since 2021 and continues a recent declining trend since 2019 and the disruptions of the COVID-19 pandemic and associated lockdowns. When analysing the long-term trend there are 216 more graduates in 2022 than ten years ago. This shows a steady increase in the number of Aboriginal VCE, VCAL, and VET year on year. 

Victoria is moving to a new integrated senior secondary certificate by 2025. In 2023, this commenced with the introduction of the VCE Vocational Major, which replaces VCAL. This includes improvements to VET Delivered to Secondary Students (VDSS) for students across Victoria. In 2025, the VCE Vocational Major program studies will open up to more students as standalone subjects. This will give them access to applied learning options which focus on their growing understanding of the future world of work. Under an integrated single VCE certificate, students will be able to build a program relevant to their specific strengths, interests, and future aspirations. 

Overview

Measures under Goal 7 have varied in performance

After the uncertainty of the COVID-19 pandemic years, Aboriginal young people are continuing to face barriers accessing pathways to high-skilled work after they complete Year 12. This has flow on effects for Aboriginal school leavers’ opportunities in life.

The proportion of Aboriginal Year 12 completers not in the labour force, education, or training has decreased. Aboriginal enrolments in VET declined. University access for Aboriginal students remained steady.

Goal 7 directly aligns with the following Closing the Gap Outcomes and Targets

Outcome 6: Aboriginal and Torres Strait Islander students reach their full potential through further education pathways.

• Target 6: By 2031, 70 per cent of Aboriginal Torres Strait Islander people aged 25-34 years have completed a tertiary qualification (Certificate III and above).

Outcome 7: Aboriginal and Torres Strait Islander youth are engaged in employment or education. 

• Target 7: By 2031, increase the proportion of Aboriginal and Torres Strait Islander youth (15-24 years) who are in employment, education, or training to 67 percent.

Closing the Gap - How Victoria is tracking nationally

Outcome 6: In 2021, 47.0 per cent of Aboriginal and Torres Strait Islander people aged 25–34 years had completed non-school qualifications of Certificate III or above across Australia, compared to 58.5 per cent in Victoria.

Nationally, based on progress from the baseline, the target shows improvement but is not on track to be met. In Victoria, there has been some improvement since 2016 (the baseline year).

Outcome 7: In 2021, 58.0 per cent of Aboriginal and Torres Strait Islander people aged 15–24 years were fully engaged in employment, education or training across Australia, compared to 65.5 per cent in Victoria.

Nationally, based on progress from the baseline, the target shows improvement but is not on track to be met. In Victoria, there has been some improvement since 2016 (the baseline year).

Measure 7.1.1 Destinations of Year 12 completers

In 2022 32.0 per cent of Aboriginal Year 12 completers were employed 6 months after leaving school. This is an increase, with 23.1 per cent employed in 2021. Over the same period, the proportion of Year 12 completers undertaking apprenticeships and traineeships (24.2 per cent) increased 4.5 percentage points. The proportion of Aboriginal Year 12 completers not in the labour force, education, or training has decreased to 6 per cent.  The number of Aboriginal Year 12 completers in bachelor’s degrees has continued to decline since 2020 with 32.5 per cent in 2020 compared with 26.9 per cent in 2022. This has been accompanied by a similar decline of non-Aboriginal completers in bachelor’s degrees, suggesting the decline for both cohorts may be related to COVID 19 disruptions. Caution should be exercised in interpreting data for this measure as it is a once-per-cohort point-in-time survey typically returned by less than 50 per cent of Year 12 completers.

Measure 7.1.3 – Proportion of 18–24-year-olds participating and completing tertiary education 

In 2022 4,211 Aboriginal students enrolled in VET courses. This is the lowest since 2016. This is a continuation of a declining trend since 2019 (7,529 enrolments) when enrolments were at their highest. Whilst the proportion of enrolled students completing a course is increasing, this is not due to increased completions. Rather it is a decrease in the number of enrolments. When analysing the number of enrolments as a proportion of the 18–24-year-old population, the trend shows a steep decline in enrolments since 2019, with completions remaining stable. VET studies are a significant part of the education mix as they provide alternative pathways to higher-skilled work. Investments in VET and other alternative education pathways are crucial to meet the education needs of the widest variety of students.

University access for Aboriginal students remained steady between 2021 and 2022. The Aboriginal access rate (the number of Aboriginal students divided by total commencing Victorian domestic students) was 1.1 per cent in 2022. Aboriginal participation in university remains high. In 2022 1.0 per cent of Victorian university students identified as Aboriginal. Aboriginal students are completing awards at their highest rate. 

Case study: VACSAL’s approach to supporting First Nations engagement in Vocational Education Training 

SDRF enabler - Transfer power and resources to communities

The Victorian Aboriginal Community Services Association (VACSAL) was awarded the Koorie Organisation Training Provider of the Year award at the 2023 Wurreker Awards. This has strengthened its position as a leader in fostering vocational educational opportunities for First Nations learners within the community services sector. Established as a Registered Training Organization in 2013 and later accredited as a Learn Local in 2019, VACSAL has impacted the lives of over 385 Koorie and non-Koorie students across Victoria over the past decade. Through its culturally integrated pedagogy, VACSAL places students at the centre of their learning journey, ensuring that training is not only relevant but also deeply meaningful. CEO leadership underscores the organisation's commitment to providing tailored support services that cater to the diverse needs of its learners, resulting in 227 successful employment outcomes and 17 advancements to higher education. VACSAL's success lies in its ability to deliver industry-relevant training while fostering a connection to culture. By prioritising First Nations culture and individualised support, VACSAL supports First Nations learners to navigate pathways to employment and higher education with confidence. 

Measure 7.1.5 Proportion of 20–64-year-old government-funded and total VET graduates employed and/or in further study after training

In 2022, the proportion of Aboriginal 20–64-year-old VET graduates in employment and/or further study increased to 87.9 per cent. This was an increase on 2021, with 80.1 per cent of Aboriginal graduates in employment. This proportion decreased during the COVID-19-pandemic. This may point to issues accessing employment or further studies during these years. Regardless of the causes for this decline, the proportion Aboriginal 20–64-year-old VET graduates in employment and/or further study has now returned to a higher level than 2019 with 81.4 per cent employed. Data in 2022 for all government-funded VET graduates shows similar growth, with 87.4 per cent of government-funded VET graduates employed or in further study. VET remains an important alternative pathway to higher education and training during the later years of high school.

Measure 7.1.6 Proportion of graduates and cadets employed in VPS; retention, progression and satisfaction

In 2023 the Victorian Government employed 36 Aboriginal people through its graduate and trainee pathways. This is the lowest the intake has been since the VAAF has been recording this measure. Intake for the Barring Djinang Internship Program almost halved in 2022-23. An increasingly competitive Victorian labour market are influencing the choices of First Peoples. In response to this, the Victorian Public Sector Commission is looking at offering alternative pathways for First Peoples without formal qualifications. The Victorian Public Service Commission is also strengthening the promotion and engagement associated with graduate and other career pathway programs into the VPS.

The Victorian Government is driving action through Marrung: Aboriginal Education Plan 2016-2026 (Marrung) to ensure that all Aboriginal Victorians achieve their learning aspirations. 

The key Aboriginal Governance Forum for realising outcomes in this Domain is the Marrung Central Governance Committee.

Marrung investment

The Victorian Government invested $39.3 million over four years, $11.2 million ongoing through the 2021-22 Budget, and a further $5.8 million over two years through the 2022-23 Budget to improve education outcomes for Koorie Victorians through continued implementation of Marrung: Aboriginal Education Plan 2016-2026 (Marrung). Total investment in Marrung to 2023 is $86.3 million and $16.7 million ongoing. 

Marrung investment includes support for: 

• Koorie Literacy and Numeracy Program provides funding to support Koorie students in Victorian government primary schools who are achieving below literacy/numeracy benchmarks. 
• Koorie Academy of Excellence is a program in 4 locations across Victoria, which supports Koorie students to remain engaged in education, connect to their culture, complete and excel in their secondary schooling, and pursue their desired tertiary pathway.  
• Victorian Aboriginal language learning in schools pilot delivered a Dhauwurd Wurrung language program to a cluster of eight schools. 
• Koorie Engagement Support Officer (KESO) Program expansion 
• Strengthening Professional Capability of Principals in Koorie Education (SPPIKE) delivered to 368 participants state-wide 
• consultation and co-design process to progress Aboriginal Self-determination in education.

DE, through Marrung: Aboriginal Education Plan 2016-2026 (Marrung), works alongside the Koorie community, including principal partner, the Victorian Aboriginal Education Association (VAEAI), to improve the education outcomes and experiences for Koorie Victorians, so that every Koorie person achieves their potential, succeeds in life, and feels safe and strong in their cultural identity. 

Increasing cultural safety for Koorie students and staff in schools is also a priority. To date, a specialist program, Strengthening Professional Capability of Principals in Koorie Education (SPPIKE) has been delivered to 368 participants state-wide. 

The Victorian Government announced, through its 2023/24 budget, funding to continue attracting, retaining and developing quality teachers in Victorian schools, including $13.6 million over 4 years to specifically target new and returning First Nations Peoples to the schools' workforce. 

Throughout 2021 and 2022, DE and Aboriginal community partners undertook the largest Koorie education co-design process to date, with over 3,000 people participating in over 180 Campfire Conversations about Self-Determination in Education in locations across the state. 

This process synthesised what’s next for DE to strengthen learning and wellbeing outcomes for Aboriginal students across the priority areas of accountability, truth-telling, capacity building, strong partnerships, voice, and cultural safety. 

Victoria had the strongest attendance rates in the nation in 2022, including for Koorie students. However, all Australian states and territories, including Victoria, had declines in attendance rates compared to previous years. 

The COVID-19 pandemic impacted student absence rates, and we saw high rates of other illnesses and absences due to parental choice. 

That is why Community Understanding and Safety Training (CUST) programs for all Victorian government schools are so important. This training builds the capacity of all government school staff to better support Koorie learners, including through developing more culturally inclusive practices. To date, all school staff at 1,531 of the 1,790 Victorian government school campuses (93 per cent) have undertaken this training. 

Teaching Aboriginal perspectives throughout the curriculum, and doing it well, is also key to improving Koorie student engagement and that is why this is a mandatory requirement of the Victorian Curriculum. 

Koorie student attendance and engagement will continue to be a key focus as DE works with schools and Koorie communities to implement the reform directions emerging from the Self-determination in Education consultation and co-design forums. 

The 2022–2023 Victorian State Budget Paper (BP3) provided DE $1,237,750 (ex. GST) over two years to fund an evidence-based, whole-school approach to address racism of which the Anti-racism professional learning program received $412,750 in the 2023/24 financial year for. The Anti-racism program aims to raise awareness of racism, increase awareness of racism and its impacts. It will strengthen participants’ skills and confidence with strategies to discuss racism with students and what effective bystander action can mean.

Early Childhood Education and Care 

In the early years, Koorie children’s participation in four-year-old kindergarten is outstanding, with full participation in 2023 as detailed in measure 4.1.1. 

Initiatives contributing to this success include Bupup balak wayipungang (Koorie Preschool Assistants) and Balert Gerrbik (Koorie Families as First Educators), which are being delivered in locations of high need, so that Koorie children and their families are supported in early childhood, and in their preparation and successful transition to school. 

In 2022-23, 90 families participated in the Balert Gerrbik program. 

Victoria’s Best Start, Best Life initiative is transitioning four-year-old kindergarten to Pre-Prep, providing 30 hours per week of play-based learning for all Victorian four year olds by 2036. Initiatives include funding for Aboriginal controlled organisations and Traditional Owners to work with early childhood services to improve cultural safety and inclusion. 

The Victorian Budget 2023/24 sets out additional investment of more than $1.8 billion over 5 years in early childhood education. This builds on the existing $4.4 billion investment in Best Start, Best Life, including Three-Year-Old Kindergarten, and takes investment to date to $6.2 billion. 

As part of the 2023-24 State Budget, a $546.4 million package will support the continued expansion of Three-Year-Old Kinder and the introduction of Pre-Prep and continue Free Kinder across the state – including funding for Aboriginal community organisations and Traditional Owners to support improved cultural safety and inclusion in early childhood services. 

The Bupup balak wayipungang initiative is a Victorian Government early childhood initiative (formerly the Koorie Preschool Assistants initiative KPSA). This initiative supports better outcomes for Koorie children from birth to transition to school by: 

• supporting Koorie children and families to access and be involved in their local kindergartens 
• promoting inclusion and cultural safety in kindergartens 
• supporting kindergarten services and programs to include Aboriginal perspectives in their practice and curriculum. 

The role of a wayipungitj (formerly known as a Koori Preschool Assistant) focuses on four key areas: participation, practice, community and family. 

These areas guide the work and have four aims: 

• Koorie children have better access to kindergartens, and they take part more. 
• Kindergarten services are more culturally inclusive and welcoming. 
• Local Aboriginal communities get involved in developing and supporting culturally inclusive kindergarten programs. 
• Stronger relationships with families. This supports Koorie children to take part in early childhood programs and services.

Secondary Education 

The Koorie Academy of Excellence is a program in four locations across Victoria, which supports Koorie students to remain engaged in education, connect to their culture, complete and excel in their secondary schooling, and pursue their desired tertiary pathway. The program has ongoing funding. 

The Koorie Student Aspirations Day is a two-day event held on Wadawurrung country at The Gordon and Geelong Tech School, bringing together Aboriginal and Torres Strait Islander secondary school students from the greater Geelong and Colac region. Students from Years 7-12 hear from inspirational young Aboriginal role models who have achieved success in their chosen fields. The program also presented a number of opportunities for students to learn about post-school careers and education pathways and opportunities.

The Engaging Students to Remain in Learning initiative supports the most vulnerable students to reengage in learning. This includes connecting Koorie early school leavers with culturally safe and inclusive pathways supports to reengage them back into education, training or employment. 

The Work-based Learning for Priority Cohorts initiative provides supports to Year 9 and 10 students from priority cohorts, including Koorie students. It is linked to the My Career Insights program which provides Year 9 students with access to the Morrisby career diagnostic tool and an unpacking interview with a qualified career practitioner. This enhanced service provides career planning support to students with goal setting, action planning and organising work-based learning opportunities based on the student’s strengths, aspirations, and interests. 

Workforce

The Department of Education is investing $13.6 million in the Aspiring Koorie Teachers (AKT) Now initiative to attract and retain more Aboriginal people to the school workforce. AKT Now will provide wrap-around supports for Certificate IV vocational training students, undergraduate Initial Teacher Education (ITE) students and postgraduate students who seek to enter Education Support roles and the teaching profession, including paid placement in a Victorian government school. Additionally, the program will seek to re-engage Aboriginal teachers who are not currently teaching back into the teaching workforce, including through financial incentives and other support.

Skills and Higher Education

Marrung includes sector specific actions for building excellence in teaching, learning and development in higher education and skills. For the Skills and TAFE portfolio, primary actions relate to revising approaches to supporting Koorie learners, expanding initiatives under the Toorong Marnong Higher Education Accord, strengthening pathways, and supporting transition from education into employment.

Skills First funding

In November 2023, the Minister for Skills and TAFE approved a new tuition fee waiver for First Nations learners, the Skills First Aboriginal Access fee waiver. Under this initiative, tuition fees are not charged to Skills First students who self-identify as being of Aboriginal or Torres Strait Islander descent. From 1 January 2024 the new fee waiver replaced the Indigenous Completions Initiative concession. 

The fee waiver will seek to deliver on actions committed to under Marrung to improve the inclusivity of learning environments, lift outcomes for First Nations learners in VET and enhance Aboriginal self-determination in post-secondary and vocational education.

First Nations Languages

New Certificate II and III in Learning an Australian First Nations Language courses were funded under a Victorian Budget 2021-22 investment of more than $2.7 million over four years. Additionally, $2.8 million was allocated as part of the 2022-23 State Budget to deliver a Certificate IV in Teaching an Australian First Nations Language to help increase the number of Aboriginal language teachers in Victorian kindergartens and schools, building better connections to the country's heritage. Currently, there are specific accredited courses that support learners to explore Koorie language, identity and strengthen community connections. There are two government funded courses on the Victorian Training Needs List – the 10891NAT - Certificate III in Learning an Australian First Nation’s Language and the 10892NAT - Certificate IV in Teaching an Australian First Nation’s Language. Swinburne University of Technology has been engaged by DJSIR to support the development and contextualisation of resources for delivery in Victoria. This work also includes 10890NAT - Certificate II in Learning an Australian First Nation's Language. 

The intent of the project work is to develop a suite of First Nations Languages courses that will be accessible for delivery by multiple institutions. It is intended that delivery of the revised Certificate II and III courses will commence from mid-2024, following a process to seek permission from Traditional Owner groups for interested students to study their language. It is intended that this process will be developed in collaboration with the Victorian Aboriginal Education Association (VAEAI).

Victorian Skills Plan 2023 into 2024

The 2023 into 2024 Victorian Skills Plan includes commentary about how education and training can play a crucial role in reconciliation and self-determination for First Peoples. Recommendations in the 2023-24 Victorian Skills Plan include using self-determination as a guiding principle, working with training providers to embed cultural safety in practice, and encouraging diversity.

The Victorian Skills Authority delivered a workshop with key First Nations stakeholders, including VAEAI, VACCHO, representatives from traditional owner groups to shape the Victorian Skills Plan. 

Adult and Community Education sector

The Adult, Community and Further Education (ACFE) Board Ministerial Statement (Statement) on the Future of Adult Community Education in Victoria 2000 -2025 recognises the important place of adult community education in Victoria as part of an integrated post-secondary system. It establishes a crucial role for the ACFE Board to lead adult community education in Victoria. The Statement ensures that adult community education provides a safe and welcoming environment for different cohorts in the community with a focus on ensuring Koorie learners see adult community education organisations as a place for the community to meet, share experiences and learn, as well as fostering harmony with the local non-Koorie population.

Koorie loading for pre-accredited training

A 50 per cent Koorie loading of the student hour rate for ACFE Board funded pre-accredited training was introduced in February 2021 and continued throughout 2023. The loading aims to increase engagement of Koorie learners in pre-accredited core skills training, and support Koorie communities. The loading is calculated for student contact hours delivered to learners who identify as Indigenous, using the base subsidy rate for the year of delivery. The total funding is $1.7 over four years with $440,000 ongoing.

Koorie professional development literacy and numeracy module for pre-accredited teachers

In 2021-22, the ACFE Board commissioned Adult Learning Australia to work in partnership with VAEAI to design a Koorie professional development module for Learn Local teachers which has since been implemented across 2022-23.

The Koorie module is a short, focused five-hour online interactive unit providing strategies for teachers to support Koorie learners in the development of literacy and numeracy. The Koorie module is a part of the broader Adult Literacy and Numeracy Professional Practice Program that aims to improve the capability of pre-accredited literacy and numeracy teachers. 

The forum discussion spaces or ‘Yarning Circles’ play an important part in connecting participants and encouraging engagement and further learning and reflective practice. 

This module has been developed and all resources have been incorporated into the ACFE Board’s Annual Professional Development Plan.

Reconnect

The Reconnect program assists participants, including First Nations learners, to overcome the barriers preventing them from engaging in education, training and employment and provides support into further study or employment pathways. The program is intended to improve a person’s chance of breaking the cycle of disadvantage by creating equity, improving access, and increasing choice in pathways through education and employment. Reconnect providers offer a range of supports which include counselling and mentoring, housing and accommodation services referral, mental health support referral, foundation skills, employability skills, and careers information, planning and advice.

The program has been funded to support over 1,700 participants each year by providing wrap-around supports and interventions that aim to address non-vocational barriers that impact on their ability to reach their participation potential. As at November 2023, 8 per cent of participants were First Peoples. 

Indigenous Career Workforce Development pilot

The Indigenous Career Workforce Development pilot received funding from the Regional and Specialist Training Fund which commenced in February 2022 and ran through to early 2023. This pilot successfully supported the development of courses with a focus on upskilling First Nations people to deliver culturally safe career advice and support to First Peoples. 

The pilot has delivered seven enrolments. One graduate completed a Cert IV in Career Development for First Nations People and six are on target to complete their qualification. Four additional learners have requested enrolment and will enter a future intake. Two participants have since been employed within the Jobs Victoria Career Counsellors Service.

National Skills Agreement

The National Skills Agreement, signed and agreed in October 2023 aims to achieve better outcomes for First Nations people in the VET sector. The Commonwealth Government will invest up to $214 million over five years to help meet Closing the Gap skills targets, including $36 million to establish the VET policy partnership with First Nations organisations.

As part of the National Skills Agreement, states and territories can submit implementation plans to the Commonwealth Government on initiatives linked to key policy priorities. Approval by the Commonwealth will unlock matched funding of a maximum of $11.85 million (over five years) for Closing the Gap initiatives, which must be prepared by Victoria and agreed by the Commonwealth by 30 June 2025. 

This process presents an opportunity to seek matched funding from the Commonwealth focusing on two key objectives: 

• activities to expand investment in the capability, sustainability, and growth of the Aboriginal Community Controlled (ACC) and First Nations owned (FNO) training sector, and 
• activities to grow the First Nations VET workforce and boost cultural competency of mainstream RTOs.

Consultation with First Nations communities, leaders, and TAFEs

Across May 2023, DJSIR and VAEAI engaged with TAFE providers to discuss the trends and qualitative factors underpinning Koorie participation in VET. Consultation sessions explored participation and enrolment rates, student outcomes, course and location preferences, gender, intersections with departmental programs and funding, and key drivers for VET pathways.

Most providers confirmed the pandemic was a major contributor to the decrease in Koorie participation, which highlighted the need for holistic supports for Koorie learners and their families. Providers also highlighted access to devices, secure internet connections, and suitable study environments were, and continue to be, crucial for successful participation in VET.

Providers noted that some Koorie students found learning from home safer, as it provided an escape from bullying and racism, while blended delivery modes contribute to cultural safety and allow remote learners to remain on Country, surrounded by their families and local community.

DJSIR heard that intensive supports, such as career mentors, pastoral care, academic assistance, and accessible Koorie Units, go a long way towards fostering cultural safety at TAFE. 

Proactive top-down approaches, like implementing Reconciliation Action Plans, are vital for embedding cultural capability in organisations.

Additionally, scholarships, grants, and supplements for accommodation and travel reduce financial barriers to study. Koorie students may also experience dissatisfaction with Higher Education, stemming from issues like low self-esteem or concerns about large HECS debts. It was also noted that clear and widespread communication of eligibility changes for Free TAFE is necessary for Koorie students to take advantage of the initiative.

Youth

Marram Nganyin Aboriginal Youth Mentoring Program

The Marram Nganyin Aboriginal Youth Mentoring Program funds five Aboriginal community-led organisations to deliver local mentoring programs that are designed and delivered in collaboration with Aboriginal young people. The Koorie Youth Council oversees delivery of the program.

The program provides social and practical support for young Aboriginal people to strengthen their family and community relationships, learn about culture and engage with education, training and employment. It has supported 300 young Aboriginal people since its establishment in 2016. 

The program received continued funded through the 2023-24 State Budget over four years. 

Victorian Aboriginal youth engagement framework 

The Koorie Youth Council was funded by DFFH to develop a Victorian Aboriginal youth engagement framework. This work was ongoing throughout 2023 and will be delivered in 2024. 

Victorian Youth Congress 

The Victorian Youth Congress provides an opportunity for a diverse group of young people to directly advise the Victorian Government on a range of policy issues which affect young people and support the delivery of key youth-facing projects. The Office for Youth is working closely with the Koorie Youth Council to maintain the representation of Aboriginal young people and ensure the Youth Congress is a safe space for Aboriginal young people. 

Transport

Yani Bangal First Peoples Scholarship Program 

In 2023, the Yani Bangal First Peoples Scholarships Program (Program) continued to provide financial assistance to First Peoples enrolled in secondary school, TAFE, and University in Victoria to complete their education. A key objective of the Program is to provide these students with career opportunities in the Portfolio. 

The Program is funded by entities across the Portfolio, contributing $150,000 per annum shared funding pool. The Program has been extended by three years until 2026 with a significant emphasis on facilitating the transition of recipients into various employment opportunities. 

The scholarship awards are tiered from $1,250 to $15,000 per recipient, per annum. Increasing by 25 per cent for the forecasted additional three years, to account for the rising cost of living in Victoria. 

Under the program in 2023: 

• 14 Secondary school and 3 University students received scholarships, 
• a total of 65 scholarships have been awarded from 2020 to 2023, comprising of 60 secondary school, one TAFE and four University scholarships.