Boarding off and on Country: A study of education in one Northern Territory remote community

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dc.contributor.authorO'bryan, Marnie
dc.contributor.authorFogarty, Bill
dc.contributor.otherAustralian National University. Centre for Aboriginal Economic Policy Researchen_AU
dc.coverage.spatialAustralia
dc.date.accessioned2020-07-28T05:33:43Z
dc.date.available2020-07-28T05:33:43Z
dc.description.abstractIn 2020, young people from remote communities in Australia’s Northern Territory are required to attend boarding school in order to access a full secondary education. Commissioned by elders in one Northern Territory remote community, this report investigates the intended and unintended consequences of this policy approach at individual and community level. Working with families, researchers tracked the education histories of 100 12–21-year-old young people identified as community members. Findings reveal that for this community, the supply of boarding places is not equal to demand, and that families experience difficulties securing secondary pathways for their children. Members of the research cohort had been dispersed among 38 different schools across 16 cities or towns in every state or territory of mainland Australia. A concerning pattern of early disengagement from education and low levels of academic attainment is apparent, with consequences for youth wellbeing and community cohesion. Findings of the study indicate the need for further systems-level research to test the generalisability of findings across other remote communities. They demonstrate that educational determinants in remote contexts (such as the community in this study) including housing, health, justice and employment need to be explicitly understood and quantified in policy discussions concerning educational effectiveness and secondary provision cost. The study has shown a large disconnect between local educational aspiration and system-level provision. Policy decisions should seek to identify models which are shown to increase the likelihood of education engagement and attainment in place. The community involved in this study are adamant that ‘place-based approaches’ to educational development must be paramount. This is likely to be generalised to other remote settings.en_AU
dc.format.extent100 pages
dc.format.mimetypeapplication/pdfen_AU
dc.identifier.urihttp://hdl.handle.net/1885/206706
dc.language.isoen_AUen_AU
dc.publisherCanberra, ACT: Australian National University, Centre for Aboriginal Economic Policy Research (CAEPR)
dc.relation.ispartofseriesCommissioned Report (Centre for Aboriginal Economic Policy Research (CAEPR), The Australian National University); No. 4/2020
dc.rightsAuthor/s retain copyrighten_AU
dc.subject.lcshAboriginal and Torres Strait Islander peoples
dc.titleBoarding off and on Country: A study of education in one Northern Territory remote communityen_AU
dc.typeWorking/Technical Paperen_AU
dcterms.accessRightsOpen Accessen_AU
local.contributor.affiliationO'Bryan, M., The Australian National University. Centre for Aboriginal Economic Policy Research (CAEPR)en_AU
local.contributor.affiliationFogarty, B., The Australian National University. Centre for Aboriginal Economic Policy Research (CAEPR)en_AU
local.contributor.authoremailbryan.marnie@gmail.comen_AU
local.contributor.authoremailbill.fogarty@anu.edu.auen_AU
local.contributor.authoruidu1066291en_AU
local.contributor.authoruidu4064679en_AU
local.identifier.absfor169902 - Studies of Aboriginal and Torres Strait Islander Societyen_AU
local.identifier.ariespublicationu9204672xPUB708
local.identifier.doi10.25911/5f1fff279309f
local.identifier.uidSubmittedByu4019826en_AU
local.mintdoiminten_AU
local.publisher.urlhttp://caepr.cass.anu.edu.au/research/publicationsen_AU
local.type.statusPublished Versionen_AU

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