Government Must Support Aboriginal Leadership

Friday, 13th March 2009

The Rev Fred Nile, Leader of the Christian Democratic Party, has, in the NSW Upper House, spoken in support of Aboriginal education programs that encourage equal opportunity in life.

“On behalf of the Christian Democratic Party I am pleased to support the motion on Aboriginal education programs. The motion specifically relates to the Aboriginal education programs that encourage equal access to life chances for students from indigenous backgrounds. The motion also notes that education programs increase the advantage for Aboriginal students and notes the commitment of the government to provide Aboriginal education programs for the Aboriginal Education and Training Strategy, and many other measures. It will be obvious to all members that the most urgent need for Aboriginal young people is education and improved quality of education, which will automatically provide better opportunities for employment as well as increase their quality of life. Education is vital”, said Rev Fred Nile.

“It is challenging for Aboriginal parents to encourage their children to value education, and to attend and remain at school, whether at primary school or high school. We know that, sadly, a number of Aboriginal students who have ability drop out of school after primary school and do not complete the Higher School certificate. Every effort must be made to ensure that Aboriginal children continue at school and get the highest qualifications they can when they graduate. This will result in better job opportunities and more Aboriginal young people going to university, increasing their knowledge and taking up careers in various professions. I commend the Department of Education and Training for its focus on improving the whole area of Aboriginal education as well as improving the knowledge of non-Aboriginal people about the Aboriginal culture and history. The Aboriginal Education and Training policy of the State Government states:

The Department is committed to increasing knowledge and understanding of the history, cultures and experiences of Aboriginal and/or Torres Strait Islander people as the First Peoples of Australia.

The policy further states:

These commitments affirm the inherent right of Aboriginal students to fair, equitable, culturally inclusive and significant educational opportunities so that all students obtain a high quality education as a platform for enriching their life chances and achieving their full potential.

I raise one about transmitting knowledge of Aboriginal culture. Where possible Aboriginal teachers or assistant teachers should transmit such knowledge—I know this occurs in some of the schools. I believe it is better for Aboriginal teachers to convey that information. Non-indigenous teachers trying to put themselves into the shoes of the Aboriginal people sometimes creates problems when Aboriginal children are in the class. Over the years I have had complaints from Aboriginal parents who are very unhappy with the attempts of non-indigenous teachers who try to teach Aboriginal culture when Aboriginal children in the classroom may know more about it than the teachers.

It is very important to foster partnerships and sensitivity when dealing with Aboriginal students and conveying Aboriginal culture. Aboriginal children face two serious handicaps or obstacles when we seek to improve their educational opportunities. One is the poverty within Aboriginal communities and Aboriginal families. It has been estimated that 72 per cent of Australia's Aborigines live in poverty. If an Aboriginal family is living in poverty it is very difficult for its members to be as highly motivated as those in non-Aboriginal families, who generally encourage their children to seek higher education and support them in doing that. An Aboriginal family living in poverty lives in an atmosphere that is not as conducive to pursuing education as the atmosphere in non-indigenous families. We must recognise that difficulty.

The Australian Bureau of Statistics reports that as at July 2006 average weekly income in Australia was $585, but the average for Aboriginal people was only $364, which is almost half. The average weekly income of Aborigines working in cities is $435 and in remote communities it is $267. Most frightening is that many Aborigines living in remote communities must pay much more than their city counterparts for food. In some remote communities food is four times dearer than it is in the city. City people can go to Coles or Woolworths to buy their weekly groceries, but those living in remote communities are restricted in their choice and must often pay four times as much while receiving only half the income. The difference in weekly incomes jeopardises the quality of education available to Aboriginal students. It is almost impossible to sustain adequate nutrition and a healthy lifestyle in that situation, and that leads to despair and, of course, the addictions that accompany despair. We know that despair can lead to alcohol and drug abuse, which are much more difficult to deal with in that environment. A July 2006 State Government fact sheet, referring particularly to Aboriginal communities, states:

Heaviest drinking occurs amongst Aboriginal and Torres Strait Islander people aged 25-34 years, while hazardous drinking in the general population is most common among people aged 14-24 years...

That is the age group we are seeking to encourage to complete their Higher School Certificate and move on to higher education. The fact sheet also states:

19.6% of Aboriginal and Torres Strait Islanders consume alcohol at high risk of long-term alcohol-related harm, compared to 9.7% of non-Indigenous Australians...

The handicap of alcohol and drug abuse is twice as serious in Aboriginal communities as it is in non-indigenous communities. We must do all we can to support Aboriginal people and their leaders in dealing with this problem. Aboriginal leaders know it is a serious problem and they have tried many different programs to address it over the years. They must first deal with the handicaps of poverty on the one hand and then the harm that results from alcohol and drug abuse on the other. Of course, some children indulge in petrol sniffing, which we know seriously damages the brain. That obviously makes it almost impossible for them to succeed in the education system. I commend the Aboriginal leaders who are seeking to control the supply of alcohol in their communities.

The introduction of dry areas—that is, areas where alcohol is prohibited—has been associated with decreases in some indicators of alcohol-related harm such as interpersonal and property violence. Restrictions on liquor sales have shown modest but definite reductions in alcohol consumption and indicators of alcohol-related harm. I urge the Government to do all it can to support the Aboriginal leadership. The women in Aboriginal communities often provide that leadership because they are sometimes more concerned than the men about this issue. We should support them in doing everything they can to build strong communities where children can attend school, complete the Higher School Certificate and pursue a professional career or undertake training in a trade. I am pleased to support this motion. I urge the Government to do all it can to support the Aboriginal people in their endeavours”, Rev Nile stated.