INDIGENOUS SKILLS DEVELOPMENT Evaluating the Recruitment, Training and Retention of the Aboriginal and Torres Strait Islander Workforce 16 September 2011 Paper presented by Professor Nereda White Australian Catholic University
SOME OF THE QUESTIONS WE NEED TO ADDRESS AT THIS FORUM:
What are the barriers to Indigenous people getting and keeping jobs?
What skills and knowledge do Indigenous people need for successful participation in the workforce?
In what ways can employers support Indigenous workers?
What are some good case studies that we can learn from?
What further research needs to be undertaken on Indigenous employment experiences?
INDIGENOUS PARTICIPATION IN THE LABOUR FORCE
In 2008, almost 54% of the Indigenous working-age population was employed, compared with 75% of the non‑Indigenous working-age population (Rudd, 2010).
Indigenous people in regional areas were more likely to have jobs with lower skill levels than non-Indigenous people, and were much less likely to be self employed (Productivity Commission, 2009).
The challenge facing Indigenous Australians when they leave supported employment schemes and move into the mainstream labour market.
Indigenous Australians are much more dependent on public or community sector employment than non-Indigenous people and are under-represented in the private sector.
CHALLENGES TO EFFECTIVE PARTICIPATION IN THE LABOUR MARKET
Low levels of educational attainment, particularly low levels of language, literacy and numeracy especially in remote and very remote areas
WORKFORCE FUTURES – a National Workforce Development Strategy for Australia (2010) : Our objectives are to sustain economic growth, avoid future skills shortages and raise productivity by increasing and deepening the skills of Australia’s workforce. Critical to achieving these will be our ability to lift the rate of workforce participation for those groups of people who are not participating to their full potential, including those who are marginalised due to a lack of skills, particularly the foundation skills of language, literacy and numeracy.
Lack of support from extended family for people entering the mining workforce
VET and TAFE Education and training plays a critical role in enhancing the potential productivity of the Indigenous workforce. Indigenous participation in the VET sector has recently increased remarkably, however Indigenous completion rates are low and withdrawal rates are much higher for Indigenous than non-Indigenous students (Mangan & Trendle, 2010). High cancellation rates means low progression rates to skilled employment (Alford & James, 2007). Indigenous VET students also tend to be enrolled in lower level certificates.
INITIATIVES AND STRATEGIES - ADDRESSING THE ISSUES