Note: This program has now ceased and funding for this has been included in a new appropriation called Indigenous education.
CTG — Indigenous Education provides supplementary Indigenous-specific funding to schools for schools to implement place-based strategies to 'Close the Gap' as determined by the following targets.
The national Indigenous targets are:
- halve the gap for Indigenous students in reading, writing and numeracy within a decade
- at least halve the gap for Indigenous students in Year 12 or equivalent attainment rates by 2020.
The departmental Indigenous headline targets
The targets are:
- halve the gap in Year 3 reading and numeracy by 2012
- close the gap in student attendance by 2013
- close the gap in Year 12 retention by 2013.
The Year 3 reading and numeracy 2012 target has been disaggregated to provide regional targets which are:
- halve the gap — Far North Queensland and North Queensland
- close the gap — in Year 3 reading, South Coast
- close the gap — in Year 3 numeracy, South Coast, Moreton, Mackay-Whitsunday
- close the gap — by remaining regions.
To provide for future data extraction, expenditure is to be recorded in OneSchool against OneSchool cost centre(s) LSU*, SSU* and/or WSU*, where * is a school determined character A–Z or a number 0–9. This 'SU' coding logic should not be used for other school program budgets.
CTG — Indigenous Education funds are to be used by schools to invest in the following initiatives that have been identified to provide a small number of targeted initiatives for regions and schools to adopt and modify where necessary to meet their specific place-based needs.
These initiatives and associated priority areas are designed as proactive interventions (deliberately intervening in order to influence future retention and attendance and prevent undesirable education outcomes). They identify what the system or whole school can do to maximise learning rather than concentrating on or waiting for poor education performance.
It is intended that this is the definitive list of initiatives that schools will undertake using these supplementary specific Indigenous education funds.
The intent of the initiatives will not change; however, at a school level the scope will vary depending on the school's unique circumstances and with that the level of investment.
Lines of service
Foundation learning with a focus on literacy and numeracy
Initiatives/priority areas include:
parental engagement in the early phase of learning
Indigenous students who have English as a second language
whole school approach for improving learning in literacy & numeracy
Indigenous education support services.
Health and physical activity as a precondition to learning
Initiatives/priority areas include student health and wellbeing.
Participation to employment
Initiatives/priority areas include:
stability, mobility & attendance
transition support services
high expectations & aspirations alternative pathways
leadership in education for Indigenous students.
Culture and enterprise
Initiatives/priority areas include culture and engagement.
Duration of program
Closing the Gap education strategy
Closing the Gap Indigenous Education Appropriation (YNSU)
Allocation of funds
Funds will be allocated to regions to distribute to schools based on the proposed strategies the schools plan to implement.
Some regions will be distributing funds and in other regions schools will receive their school appropriation based on semester 1 allocation.
|Semester 1||March||50% of annual allocation|
|Semester 2||August||50% of annual allocation|
Principals are to report on student outcomes as part of performance meetings with Executive Directors Schools, Regional Executive Directors and Assistant Director-General Indigenous Education and Training as appropriate.