Overview
Measures under Goal 4 have varied in performance
In 2023, the proportion of eligible Aboriginal children enrolled in kindergarten was 100 per cent. This proportion was also achieved in 2022 and 2020.
Also in 2023, the proportion of Aboriginal children funded to participate in Early Start Kindergarten increased to the highest proportion recorded between 2016 and 2023 (92.3 per cent).
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 2023, an estimated 101.8 per cent of Aboriginal and Torres Strait Islander children in the Year Before Fulltime Schooling (YBFS) age cohort were enrolled in a preschool program across Australia, compared to 141.1 per cent in Victoria. Enrolment proportions may exceed 100 per cent due to enrolment and population data being from different sources and limitations in the accuracy of Australian Bureau of Statistics Aboriginal population estimates for kindergarten aged children.
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 AEDC domains, compared to 35.6 per cent in Victoria.
Nationally, based on progress from the baseline, the target is worsening. In Victoria this target shows improvement based on progress from the baseline, however, there remains significant work to do.
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.
Data Note
The following measure relies on datasets that are collected every three years. No new data was available at the time of reporting.
- Measure 4.1.3 Proportion of children vulnerable on one or more domain on the Australian Early Development Census
Historical data for this measure is available on the First Peoples – State Relations website
Aboriginal participation rates in kindergarten are calculated using the number of children enrolled in kindergarten who identify as Aboriginal (numerator) and the estimated population of Aboriginal kindergarten-age children based on Australia Bureau of Statistics data. There is a margin of error in this data.
4.1 Optimise early childhood development and participation in kinder
Measure 4.1.1 Number and proportion of eligible children enrolled in a funded four-year-old kindergarten program in the year before school
In 2023, approximately 100 per cent of eligible Aboriginal children enrolled in kindergarten. Aboriginal children are enrolled in kindergarten at a greater proportion than all Victorian children (95.8 per cent). 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. Over the long term the percentage of Aboriginal child enrolments has remained very high. Since 2016, enrolments have been greater than 90 per cent.
Building Strong Cultural Connections: Early Years Engagement Program and KESO Collaboration
In 2024, the Early Years Engagement Program (EYEP), delivered by the Victorian Aboriginal Education Association Incorporated (VAEAI), the Department of Education's principal Aboriginal education partner, focused on building the capability of early childhood services to incorporate First Nations perspectives into their service design, delivery and practice. VAEAI's EYEP Facilitators (four in metropolitan locations and four in regional locations) work with early years teachers and educators through the Department of Education’s 64 Early Years Networks across the State to connect kindergarten services with local ACCOs, Traditional Elders, and relevant resources to improve cultural safety and inclusion.
In the North Western Victoria Region, the EYEP Facilitator worked with the Department of Education’s Kindergarten Improvement Advisors (KIAs) and Koorie Engagement Support Officers (KESOs) to support early childhood staff to increase their understanding of self-determination principles and strengthen their existing cultural knowledge program. This collaboration reached over 135 educators and 320 early years services via Early Years Learning Network meetings and the Whittlesea Early Years Conference. This successful collaboration demonstrates the value of structured engagement and partnership to enable lasting change in early years services.
Early Years Workforce Development project
VAEAI’s Early Years Workforce Development Project is focused on building the capacity of First Nations teachers in the early years workforce between June 2024 - June 2027. This project provides cultural support to Koorie educators and teachers ensuring they feel heard, supported, nurtured and valued.
This project aims to increase and retain the numbers of Koorie educators and teachers working in the early years sector in Victoria. VAEAI is engaging with early years Aboriginal teachers and educators through sharing a First Nations Educator and Teacher Survey, facilitating monthly online educator and teacher networks and organising service visits to understand the challenges and needs of this group. VAEAI is collaborating with the Victorian Institute of Teaching (VIT) to improve support for First Nations Teachers in the early years sector.
Measure 4.1.2 Number of children funded to participate in Early Start Kindergarten
In 2023, 1,442 Aboriginal children with funding participated in Early Start Kindergarten. This represents 92.3 per cent of eligible Aboriginal children, up from 90.7 per cent in 2022 and 75.6 per cent in 2021. Early Start Kindergarten gives Aboriginal children 15 hours of free or low-cost kindergarten a week, for two years before starting school. With a 92.3 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.
In 2023, 1,578 Aboriginal children were enrolled and funded to participate in Three-Year-Old Kindergarten. This represents approximately 100 per cent of eligible Aboriginal children. The introduction of statewide, universal Three-Year-Old Kindergarten for up to 15 hours per week in 2023 has meant that some three-year-old Aboriginal children participate in a funded kindergarten program without being enrolled through Early Start Kindergarten.
From 2026, all four-year-old Aboriginal children statewide will have access to up to 25 hours a week of Pre-Prep. This will increase to up to 30 hours a week from 2028. Led by qualified teachers, additional hours through Pre-Prep will give children greater opportunities to socialise and learn through play and create stronger connections with children and families. The additional hours mean even greater access to the many benefits of early childhood education.
Learning and Skills
Culturally-supportive and responsive learning spaces are vital for creating an environment where Aboriginal students feel supported to achieve their learning aspirations and excel.
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