Closing the Education Gap for Indigenous Australians: A Path to Progress

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Key Points

The gap in education outcomes between Indigenous and non-Indigenous students has narrowed over the years, but still remains. 
Some experts believe that embracing First Nations-led and cultural education initiatives will improve education outcomes for all children. 
A Year 12 graduate credits teacher support and connection with culture through school for her academic milestone.

Before European colonisation, First Nations cultures had rich education systems—deeply connected to land, knowledge, and community. These traditions continue to offer valuable insights today.

Yet inequality in education outcomes still exists. Indigenous students have lower school attendance, literacy and numeracy rates, and university representation. This is due to historical and ongoing factors like discrimination, lack of culturally inclusive education, and socioeconomic disadvantage.

It’s important to recognise the history of discrimination that Indigenous children face, when discussing how to close the education gap, says Sharon Davis, a Bardi and Kija person, CEO of the National Aboriginal and Torres Strait Islander Education Corporation (NATSIEC). 

“Legislations and policies have explicitly worked to keep Aboriginal kids out of school since the beginning,”

“It’s highlighted policies like the exclusion on demand policies introduced in the early 20th century… where non-Indigenous families could demand the removal of Aboriginal kids from classrooms.” 

Sharon Davis, CEO of NATSIEC Source: Supplied / Sharon Davis

In 2008, the Australian government issued a formal apology to Indigenous Australians for the mistreatment they endured, particularly the forced removal of children from their families, communities, and Country.

As part of this apology, a pledge was made to close the gap between Indigenous and non-Indigenous Australians in various areas of life, including education.

A key goal of what is now the National Agreement on Closing the Gap is reforming the way governments work with First Nations people and communities to overcome inequality, such as committing to building the community-controlled sector. 

“We know that Aboriginal community-controlled organisations are the most sustainable way to address the needs of communities,” Davis says. 

“And where our people lead education, we see better engagement, better outcomes, and stronger pathways for our young people.” 

Could cultural education be the way forward? 

Dr Anthony McKnight is an Awabakal, Gameroi and Yuin man, working at the University of Wollongong’s Woolyungah Indigenous Centre.  

He has spent many years teaching and researching how to embed Aboriginal pedagogy in curriculum, policy, and practice.

Dr McKnight believes we need to reframe what closing the gap means in Indigenous education. 

“For me, if you got a spectrum there, you’ve got Aboriginal education and Western education and then the Aboriginal student in between.” 

He says closing the gap initiatives typically aim to bring the student closer to the Western education end of the spectrum. 

“But it leaves a massive gap back to their own education system.” 

“For me it should be about the Aboriginal child in the middle and then the two knowledges come together to that middle ground. Our students have got to be skilled to be able to live in both knowledge systems.” 

Dr McKnight has spent years teaching and researching how to embed Aboriginal pedagogy in curriculum, policy, and practice. Source: Supplied / MichaelDavidGray

Dr McKnight believes it’s important to popularise education practices that bring the Western education and Indigenous knowledge systems together for children to learn about the land they live on and how to care for it. 

“Trying to look after not just Aboriginal children, but non-Aboriginal children in taking care of this place… It’s the entity that provides us with everything we need and we all walk the same land, drink the same water, breathe the same air.” 

Equality of education outcomes—a roadmap in progress  

“For example, the retention rates of Indigenous students in secondary school currently sits at 59 per cent compared to non-Indigenous students which is around 85 per cent,” Davis says. 

“And when we see gaps in outcomes, that’s more a reflection of how education has failed to serve Aboriginal and Torres Strait Islander students and young people, learners, not the other way around.” 

Retori Lane (L) with her mother, Jenadel Lane. Source: Supplied / Retori Lane

Last year, Gamilaroi young woman Retori Lane celebrated her HSC completion at Dubbo Senior College.  

She is part of the largest-ever cohort of Indigenous students to complete Year 12 in New South Wales.

Ms Lane says a supportive learning environment made all the difference.

Her support network included school staff, Indigenous teachers and workers from the National Aboriginal Sports Corporation Australia (NASCA), an organisation running programs across NSW and the Northern Territory helping Indigenous students connect to culture and succeed in school.

“I definitely had a lot of support from especially all the staff,” she says. “And also the NASCA workers. They’d come, they’d take you to lessons, they’d help you all the way through. And then the teachers were just there to help with anything.”

Retori’s mother, Jenadel, is Deputy Principal at Dubbo Senior College where her daughter graduated, and the first in her family to go to university.  

She believes tailored support and a culturally sensitive environment empowers all students to get the best out of their education. 

“I’m passionate about getting Aboriginal kids that complete Year 12, because that’s my little bit that I can contribute to my mob, that’s why I became a teacher.  

“And then hopefully that’ll open up the floodgates for them for life after school.” 

Retori will study a Bachelor of Arts majoring in Indigenous studies.

“Trying to get myself in a position to educate other Indigenous kids that have lost it through generations. So, hopefully help be part of the process to revive the culture, bring it back to life.”  

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