Overview
Measures under Goal 5 have varied in performance
In 2024, the attendance rate for Aboriginal students in schools decreased across all year levels between Year 1 and 10 compared to 2023 and the proportion of Aboriginal students who felt connected to their school varied across year groups.
The 2024 NAPLAN results for Aboriginal Victorians shows variability in the proportion of Year 3, 5, 7 and 9 Aboriginal students in the top three bands for reading and numeracy.
Aboriginal representation in school staff has slightly improved in 2024 with the number of Full Time Equivalent Aboriginal education workers increasing to 268.5, making up only up 0.4 per cent of all school-based education workers.
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.
Data Note
The following measures rely on datasets that are infrequently collected. No new data was available at the time of reporting.
- Measure 5.2.5b Number and proportion of Aboriginal Victorians working in the Education and training sector
Historical data for this measure is available on the First Peoples – State Relations website
5.1 Bring Aboriginal achievement at school in line with learners’ aspirations
Measure 5.1.1 Percentage of students in top three bands – Reading and Numeracy (NAPLAN) in Years 3, 5, 7 and 9
For reading, 48.7, 50.6, 42.6, and 36.7 per cent of Year 3, 5, 7, and 9 Aboriginal students in Victoria scored strong or exceeding proficiency levels on their NAPLAN results in 2024. These results are consistent with 2023 except for Year 3 students and 9 students. 1.7 per cent more Aboriginal Year 3 students and 2.2 per cent fewer Aboriginal Year 9 students scored strong or exceeding in 2024. For non-Aboriginal students, strong or exceeding results for reading remained consistent except for Year 5 students with a 2.4 per cent point decrease.
For numeracy, 42.7, 41.0, 37.4, and 33.2 per cent of Year 3, 5, 7, and 9 scored strong or exceeding proficiency levels in NAPLAN. These scores were consistent with 2023 data for Year 3 and 9. There were increases by 2.5 and 2.8 percentage points for Year 5 and 7 showing improvement. For non-Aboriginal students, scores for strong or exceeding proficiency levels in NAPLAN remained consistent for Years 5 and 7 and decreased for Years 3 and 9.
5.2 Increase the proportion of Aboriginal students who feel safe and connected at school
Measure 5.2.1 Proportion of students who feel connected to their school
Survey questions relating to school connectedness include the options: ‘I like this school’, ‘I am happy to be at this school’, ‘I feel like I belong at this school’, ‘I look forward to going to school’ and ‘I feel proud about being a student at this school’. In 2024, 73.2 per cent of Aboriginal students in Years 4 to 6 felt connected to their school compared with 42.1 per cent of students in Years 10 to 12. Overall, students in Victorian Government-funded schools feel less connected to their school as they progress to higher Year levels.
Since 2017, there has been a decrease by 7.7 percentage points in the proportion of Aboriginal students in Years 4 to 6 who feel connected to their school. There have been smaller decreases in the proportion of Aboriginal students in Years 7 to 9 and Years 10 to 12 who feel connected to school (6.2 percentage points and 2.9 percentage points respectively). Over the short term, the proportion of Aboriginal students who feel connected to their school has remained steady with only the proportion of those in Years 7 to 9 decreasing by 1.6 percentage points between 2023 and 2024.
Questions relating specifically to experiences of racism were added to the Attitudes to School Survey in 2023. Data from the survey is being used to inform school improvement and planning to support student learning and wellbeing.[4] The Victorian Government acknowledges that learning outcomes for all Aboriginal learners are greatly improved with strong partnerships and connections to and with their families and communities.[5] The Victorian Government is continuing to progress self-determination in education using the Marrung: Aboriginal Education Plan and the Strengthening Aboriginal Self-Determination in Education Campfire Conversations: reflections and directions 2022 – 2023 report.
Building cultural safety through centring Aboriginal voices - Western Heights College
Self-determination Enabler 1. Prioritise culture
Western Heights College, a secondary school in Hamlyn Heights, Geelong, has 996 students, including 44 Aboriginal students (four per cent of the school population). Shortlisted as a finalist in the 2024 Victorian Education Excellence Awards ‘Outstanding Koorie Education’ category, the school is recognised for achieving positive change through its commitment to promoting Aboriginal voices and agency to create a school environment that empowers Aboriginal students and families to feel valued, respected and culturally strong.
The College recognised the need to strengthen self-determination through improved connections with Aboriginal Communities. In collaboration with Aboriginal students, families and the Koorie Education Workforce, new structures were established to provide strengths-based platforms for Aboriginal voices to drive a range of initiatives at the College.
In 2024, College leadership continued their professional development by participating in the intensive residential Strengthening Professional Capability of Principals in Koorie Education (SPPIKE) workshop program sponsored by the Department of Education. Following this, further initiatives have commenced, including a project working with the Koorie Education Workforce focused on ensuring meaningful and high-quality Individual Education Plans (IEPs) are in place for all Aboriginal students, and a partnership with the Polly Farmer Foundation to provide further mentoring and tutoring for Aboriginal students in 2025. The College has also committed to funding a leading teacher to oversee the package of Aboriginal inclusion programs in 2025.
The impact of the self-determination initiatives at Western Heights is being demonstrated through significant improvement in Aboriginal attendance rates in 2024, positive feedback provided by Aboriginal students through the annual Attitudes to School Survey when compared to similar schools, as well as increased Aboriginal student enrolments.
While still in its early stages, the work underway to strengthen self-determination at Western Heights College demonstrates how working with Aboriginal students, families and Community is key to creating culturally safe environments and improving outcomes.
Community Curriculum Workshops
In 2023, the Department of Education’s Northwestern Victoria Region (NWVR) ran six workshops to embed Aboriginal perspectives in the curriculum. These workshops brought together department and regional staff, school leaders, teaching staff, Victorian Aboriginal Education Association Inc. and Local Aboriginal Education Consultative Group representatives. The workshops highlighted the need for deeper understanding of Aboriginal history and cultures, and for supports to increase teacher confidence to incorporate Aboriginal perspectives in lesson plans.
In 2024, NWVR continued to develop teaching resources that embed Aboriginal perspectives, such as the creation of a standard resource template and adapting existing materials to this format. Feedback and insights from community workshops and review sessions ensured accuracy and appropriateness of information and resources, including adherence to community protocols.
These workshops provided two units launched at the Area Principal Forums in Term 4. School leadership teams can access these through their Educational Improvement Leaders (EILs). A further nine units are being prepared for release in 2025. The units and the development process exemplify engagement with the Aboriginal community and provide resources to flexibly meet local contexts and school communities.
Measure 5.2.2 Student attendance rates in government schools
In 2024, the attendance rate for Aboriginal students in schools decreased across all year levels for Years 1 to 10. This follows a slight increase in attendance for Aboriginal students in reported primary school year levels (Years 1 to 6) and decrease in attendance for Aboriginal students in reported high school year levels (Years 7 to 10) in 2023. On average, the attendance rate for Aboriginal students in reported primary school years levels is higher than in reported high school year levels. In 2024, Aboriginal students in Years 1 and 4 demonstrated the highest level of attendance at 84.5 per cent and Aboriginal students in Years 9 and 10 demonstrated the lowest level of attendance at 68.5 per cent. Attendance in school is important to support students to develop skills and knowledge to help them learn, develop social and emotional skills, and establish connections with peers which help develop self-esteem and a sense of belonging.[6] Concerns about the impacts of racism on attendance have been raised at several Marrung Central Governance Committee meetings.
Measure 5.2.3 Number of Aboriginal people on school councils
In 2024, 105 schools reported that they had Aboriginal representation in their school council. The total number of Aboriginal council members reported by these schools was 127 people. Compared to 2023, this is an increase of 20 schools with Aboriginal council members, and a decrease of 60 Aboriginal council members overall. The Principal Survey used to collect this data is sent to all schools, however, participation is voluntary. The number of participating schools thereby fluctuates each year. Caution must be applied to interpreting this data.
Aboriginal representation on school councils is critical to support self-determination in education. Some key functions of school councils include establishing the broad direction and vision of the school within the school's community and informing itself and taking into account any views of the school community to make decisions regarding the school and the students at the school.[7] Aboriginal education stakeholders have shared feedback 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
Aboriginal students continue to experience bullying at higher rates than non-Aboriginal students. In 2024, 23.7 per cent of Aboriginal students in Years 4 to 6, 24.2 per cent of Aboriginal students in Years 7 to 9 and 16.6 per cent of Aboriginal children in Years 10 to 12 reported experiencing bullying at school. In the same year, 18.2, 17.6, and 10.4 per cent of non-Aboriginal students in Years 4 to 6, Years 7 to 9, and Years 10 to 12 reported experiencing bullying at school. For Aboriginal students in Years 4 to 6, their proportion has increased by 1 percentage point since 2023. For Aboriginal students in Years 7 to 12, their proportion has remained steady since 2021. The data highlights the importance of changing the way schools are addressing bullying. Worsening bullying outcomes coincide with the general decline in student attendance and connection to school reported in measures 5.2.3 and 5.2.1.
Students who experience bullying are more likely to experience depression, anxiety and feelings of loneliness and isolation. They are also more likely to feel disconnected from school and have lower attendance rates and academic outcomes. [8] Bullying comes in many forms including bullying based on racism. In 2024, the Victorian Government released Victoria’s first anti-racism strategy. The five-year strategy outlines how the Victorian Government can acknowledge, prevent and address racism and discrimination in schools, workplaces, government services and daily interactions.[9] The Bully Stoppers program led by the Department of Education remains an active resource for the school community to understand, prevent and respond to bullying.[10] The Department of Education will continue to focus on addressing systemic racism, increasing cultural inclusion and reducing bullying.
Measure 5.2.5 Number and proportion of school-based Aboriginal education workers across all schools
The number of Full Time Equivalent (FTE) school-based Aboriginal education workers increased to 268.5 workers in 2024, making up 0.4 per cent of all school-based education workers. This is the highest growth in number of school-based Aboriginal education workers in six years. However, the proportion of school-based Aboriginal education workers has remained low, fluctuating between 0.3 and 0.4 per cent.
Of the 73.6 new school-based Aboriginal education workers in 2024, 45.6 are employed as Education Support staff and 28 are employed as teachers. This has supported a growth in the proportion of Aboriginal Education Support staff to 0.7 per cent of all Education Support staff and proportion of Aboriginal teachers to 0.2 per cent of all teachers. In the same year, the number of Aboriginal principals decreased to only nine, making up 0.2 per cent of all principals.
The Victorian Government is working to grow the number and proportion of Aboriginal education workers through programs such as Aspiring Koorie Teachers (AKT) Now, which supports Aboriginal people to work and learn in Victorian Government schools while they complete their teaching and education support studies, and the Secondary Teaching Scholarships which supports secondary teaching degree students with the cost of studying and living. [11], [12]
Measure 5.2.6 Number of schools teaching an Aboriginal language
In 2024, there were 4,908 student enrolments in Victorian Aboriginal languages in 35 Victorian government schools (33 primary programs and two secondary programs). Victorian Aboriginal languages taught included Barkindji, Bangerang, Dhauwurd Wurrung, Dhudhuroa, Gunai Kurnai, Gunditjamara, Taungurung, Wadawurrung, Woiwurung and Yorta Yorta.
The Victorian Government remains committed to Aboriginal language revitalisation. 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.
The Koorie Curriculum Clusters
Self-determination Enabler 1. Prioritise culture
The Koorie Curriculum Clusters pilot project continued in 2024 with the goal of strengthening teaching practice in clusters of schools, through partnering with Registered Aboriginal Parties (RAPs), and in accordance with the principles of self-determination. These Koorie Curriculum Clusters have continued to work collaboratively to develop libraries of locally anchored Aboriginal teaching and learning resources. The partner RAPs provide on-Country cultural learning experiences for staff in participating schools, as well as develop resources for teachers to use in their teaching practice. Feedback about the pilot to date has been positive and there is potential for the approach to be scaled up across more locations in future.
Measure 5.2.7 Number and proportion of government schools having undertaken Community Understanding and Safety Training (CUST)
In 2024, 98 per cent of schools had undertaken Community Understanding and Safety Training (CUST). This represents 1,564 schools and is consistent with the proportion in 2023. Compared to 2018, the proportion has grown by 76 percentage points.
CUST is professional learning for school staff to increase their understanding of Aboriginal culture, history and experiences. The training aims to ensure a strong foundation for culturally inclusive schools and practices, which can positively impact Aboriginal students’ health and wellbeing. CUST is typically delivered to schools by Koorie Engagement Support Officers in collaboration with the Local Aboriginal Education Consultative Groups.
As regions finalise the delivery of CUST to individual schools, the ongoing rollout of CUST will focus on delivery to new schools, offering refresher sessions to existing staff, as well as area-based sessions for school staff that are new to the region.
A suite of professional learning is being developed to build teacher capacity in addressing the Strengthening Factors identified in the Strengthening Aboriginal Self-Determination in Education Report which include transitions, connectedness, school environment, support services, leadership, teacher practice, communication, professional learning and curriculum. While there is currently no formal relationship between CUST and the professional learning suite, options are being explored for embedding CUST as a foundational module for the broader suite.
Marrung in WSW – Everyone’s business
In the Wimmera South West (WSW) area, the “Marrung in WSW - Everyone's Business" initiative received the 2024 Secretary’s Marrung Award for its whole-of-organisation approach to enhance educational outcomes for Aboriginal students. Its emphasis on collective responsibility and cultural competence across all staff levels, from department to classroom teachers, is key to its success.
The initiative uses a Community of Practice model to develop Cultural Champions within schools, to enable discussions with regional staff to improve schools’ support for Aboriginal students by evaluating current practice and identifying strengths and next steps. Adoption of these methods by early childhood teams within the Department of Education speaks to its versatility and expanding influence.
65 regional Department of Education staff attended the 2024 annual On-Country professional development – a highlight of this initiative. Led by Traditional Owners from Gunditj Mirring and Barengi Gadjin Land Council, staff deepened their cultural understanding through engagement with Elders and local Aboriginal organisations. This included a session at Bunjil's Cave facilitated by three Traditional Owner groups, and expert-led workshops exploring Aboriginal art styles across Australia.
Daily work is connected to cultural understanding by consistent engagement, sharing practice, continuous improvement, and developing resources based on community needs through weekly Marrung talks, regular newsletter highlights, and the inclusion of Marrung goals into development plans. This ultimately creates more supportive and culturally responsive educational environments for Aboriginal students.
Footnotes
[4] Attitudes to School Survey (AtoSS), Victorian Government
[5] Marrung, Victorian Government
[6] Attendance and missing schools, Victorian Government
[7] School Council – Power and Functions, Victorian Government
[8] What is bullying? Victorian Government
[9] Victoria’s anti-racism strategy 2024-2029, Victorian Government
[10] Bully Stoppers, Victorian Government
[11] Become a Koorie teacher in Victoria, Victorian Government
[12] Scholarships for secondary teaching degrees, Victorian Government
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.
Updated