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Mapping Indigenous education participation

Hunter, Boyd; Biddle, Nicholas; Schwab, Robert

Description

Schwab and Sutherland (forthcoming) present a spatial analysis of the distribution of Indigenous education participation across Australia. Amongst their main findings is the marked effect of geographic isolation on participation. We extend this analysis by relating other Indigenous and non-Indigenous outcomes to the educational participation of 15–19 year olds via a regression framework, estimated at the geographic level. We find that access to schools and other institutions is indeed...[Show more]

dc.contributor.authorHunter, Boyd
dc.contributor.authorBiddle, Nicholas
dc.contributor.authorSchwab, Robert
dc.contributor.otherAustralian National University. Centre for Aboriginal Economic Policy Research
dc.date.accessioned2005-01-11
dc.date.accessioned2005-03-10
dc.date.accessioned2011-01-05T08:33:16Z
dc.date.available2005-03-10
dc.date.available2011-01-05T08:33:16Z
dc.date.created2004
dc.identifier.isbn0-7315-5642-9
dc.identifier.issn1036 1774
dc.identifier.urihttp://hdl.handle.net/1885/42678
dc.description.abstractSchwab and Sutherland (forthcoming) present a spatial analysis of the distribution of Indigenous education participation across Australia. Amongst their main findings is the marked effect of geographic isolation on participation. We extend this analysis by relating other Indigenous and non-Indigenous outcomes to the educational participation of 15–19 year olds via a regression framework, estimated at the geographic level. We find that access to schools and other institutions is indeed associated with educational participation. However, other factors are also important; these are variables that act as a proxy for disruption within Indigenous households, access to electronic resources that support educational participation in the home, and the presence of the CDEP scheme. In the paper we also compare the remoteness category of a student’s usual residence on census night with their remoteness category of five years beforehand. We find that, amongst other things, although Indigenous students who lived in remote or very remote areas five years beforehand are more likely to have moved than the general population (especially university students), a substantial number still remain in these areas. This has important implications for the provision of distance and online learning.
dc.format.extent4629841 bytes
dc.format.extent355 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_AU
dc.publisherCanberra, ACT : Centre for Aboriginal Economic Policy Research (CAEPR), The Australian National University
dc.relation.ispartofseriesDiscussion Paper (Centre for Aboriginal Economic Policy Research (CAEPR), The Australian National University); No. 267/2004
dc.rightsAuthor/s retain copyright
dc.subjectgeographic isolation
dc.subjectCommunity Development Employment Projects
dc.subjecteducational participation
dc.subjectaccess to electronic resources
dc.subjectAustralia
dc.subjectremote areas
dc.subjectIndigenous education
dc.subjectdistance and online learning
dc.subjectCDEP
dc.titleMapping Indigenous education participation
dc.typeWorking/Technical Paper
local.description.refereedno
local.identifier.citationyear2004
local.identifier.eprintid2922
local.rights.ispublishedyes
local.identifier.absfor169902 - Studies of Aboriginal and Torres Strait Islander Society
local.publisher.urlhttp://caepr.anu.edu.au/
local.type.statusPublished Version
local.contributor.affiliationANU
local.contributor.affiliationCAEPR
dcterms.accessRightsOpen Access
dc.provenancePermission to deposit in Open Research received from CAEPR (ERMS2230079)
CollectionsANU Centre for Aboriginal Economic Policy Research (CAEPR)

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