Attendance in Remote Schools Still Declining

School attendance in our First Nations communities is declining despite the continuation of the remote schools attendance strategy.

And while this is discouraging, there are some methods that seem to work to promote consistent school attendance in the country’s more remote communities.

The answer seems to lie in providing teacher support, keeping an eye on cultural sensitivity and adequate funding.

Associate Professor John Guenther of Flinders University says that "Funding models based on attendance have undoubtedly led to reduced education outcomes and opportunities."

"There are a few simple strategies that schools and educational systems can do to improve the learning experiences of remote First Nations students. 

"Firstly, schools need to be adequately resourced to enable rich teaching and learning opportunities. Funding models based on attendance (as is the case in the NT) have undoubtedly led to reduced educational outcomes and opportunities.  

"Secondly, attendance should not be treated as an outcome. Years of funding the remote school attendance strategy have failed to achieve improved attendance and failed to engage students in learning. Resources currently directed at school attendance would be better directed to local First Nations workforce development. 

"Thirdly, learning that engages student on Country, builds local language skills, draws from elders’ knowledge, and connects with culture can only be beneficial. 

"If we get these three things right, we can be confident of better learning engagement, improved experiences and more meaningful educational outcomes.

Associate Professor Kevin Lowe (UNSW Sydney) a Gubbi Gubbi man from southeast Queensland, says we need strong support programs for beginner teachers in small towns.

“We need strategies during initial teacher education to ensure students are provided with opportunities to have placements in regional and remote schools. 

“We need really strong support programs for beginner teachers in small towns - in particular, making sure they are introduced to community members and make connections, rather than feeling isolated. They need a strong, wrap-around, mentoring program. 

“We also need to provide appropriate pedagogical training that supports them to engage with Aboriginal and Torres Strait Islander students. They need to understand how students are living and their parents' aspirations for them. They need to build those relationships first, because people come and go so often in regional and remote communities that often students do not get the opportunity to build up trust with teachers.” 

Dr Sam Osborne (University of South Australia) thinks that strengthening first language and culture, local workforce development and employment in remote schools is essential if they are to move beyond “a cloudy mirror of mainstream metropolitan schools."

"The expertise and vital connections local/remote educators bring to schools must be valued and centred in the framing of schooling in these schools. In a policy era of Voice, we must be asking the question, ‘What does voice look like in remote school classrooms, curriculum, pedagogies and decision-making bodies?’

"Forward-thinking, long-term planning and investment is necessary to address the fact that first language educators are not adequately supported through accredited workforce development opportunities. There are pockets of these types of initiatives across remote Australia, but, as a collective, there has been 30 years or more of gradual retreat. That needs to be reversed."

"Success in remote schools continues to be measured against the narrow strands of attendance, basic skills in English Language and Maths, and year 12 completion. We need a shift towards structuring schools to meet the aspirations and success goals that families, communities and young people determine.

"We know that local employment in remote schools strengthens both attendance and performance and builds the confidence of the child. Strengthening first language and culture, local workforce development and employment in remote schools is essential if they are to move beyond a cloudy mirror of mainstream metropolitan schools."

"Universities and training organisations can offer more-flexible entry and exit points within courses to encourage remote student participation. Recognising first language expertise and cultural expertise is possible through flexible teacher registration accreditation but there needs to be a national conversation that values these attributes in remote schooling."

"If education systems are caught in reactive cycle of constantly scrambling for teachers – any teachers – to fill classes, it is likely the experience will be hard wearing on both students and teachers.

"Rather than incentivising teachers to go bush, it would be worth incentivising teachers who demonstrate excellence to continue as mentors on their return to cities and regional centres."

"Investment is needed to allow this to happen. Universities are increasingly pressed by a reduced government funding and increased costs and competition.

"Remotely located teacher education requires intensive supports on Country in an environment where student numbers are low. The bottom line is, no university is going bush to make money."