Analysis of Health Priorities - Education
Priority Area 1: Improve Academic Achievement
According to Australian Early Development Index (AEDI) data, children in the Corio Norlane area are significantly more vulnerable compared to most other areas in Geelong in: cultural; social; physical development; communication and general knowledge skills; and language and cognitive skills. Local school data compiled in 2007 indicates that in every government school in the Corio Norlane area, students are below the state averages at almost every milestone in each area of learning. In addition, Corio Norlane Neighbourhood Renewal Survey (2007) data shows that 53% of 600 respondents had attained an educational level of ‘Year 10 or below’ (Deakin University 2007).
To view appropriate academic benchmarks:
http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/key_issues/literacy_numeracy/national_literacy_and_numeracy_benchmarks.htm
http://www.education.vic.gov.au/management/schoolimprovement/performancedata/publications.htm
Priority Area 2: Increase Attendance and Engagement
Engagement is an essential factor in learning and is critical to academic achievement and providing students with understanding, knowledge, skills and confidence, to move into training, employment and higher education. Engagement also fosters a sense of belonging and self-worth in students. In addition, ‘engaged learners are doers and decision makers who develop skills in learning, participation and communication that will accompany them throughout adulthood’ (Department of Education, Employment and Workplace Relations (DEEWR) 2007, Department of Health and Ageing 2008a, The Allen Consulting Group 2008).
Regional data suggests that an estimated 1 in 4 children living in the Geelong Region leaves school before completing Year 12 or an equivalent. Of the 35% of students in the region that do go to university, approximately 30% withdraw prior to the end of the first year. The statistics for Corio Norlane are significantly worse than Geelong, Greater Melbourne and Victoria. In Corio Norlane:
- the completion rate for Year 12 or equivalent for the total population is 23%, compared with Greater Melbourne at 49% and Victoria at 44%;
- 51% of residents of Corio Norlane aged 20-24 have not completed Year 12, compared with 25% for Greater Melbourne and 29% for Victoria; and
- 68% of residents of Corio Norlane aged 15-24 have not completed Year 12 compared with 46% for Greater Melbourne and 50% for Victoria (ABS 2006).
In addition, local school data compiled in 2007 to demonstrate attendance rates indicates that:
- Corio Norlane students are absent on average 19.8 days of the school year;
- the exit rate at the end of Year 10 is 83.3%; and
- only 39% of students progress to further education or training.
For more information Engagement: www.whatworks.edu.au
http://www.education.vic.gov.au/about/news/newsalerts/2009/supportattendance.htm
For more information on Children’s Health: http://www.health.gov.au/internet/main/publishing.nsf/Content/phd-child-health-index
Priority Area 3: Inform and Facilitate the Corio Norlane Education Regeneration and Community Schools Project
Corio Norlane Education Regeneration
The Corio Norlane Education Regeneration Project seeks to redress the disadvantage that is associated with low educational outcomes in schools located in Corio Norlane. The Project involves the creation of: new infrastructure; pedagogy; and a Community School Model. The Project focuses on life long learning and seeks to engage children from birth to young adulthood and challenge them with a learning design that encourages higher order thinking and the development of 21st Century skills ensuring students are job- and higher education ready.
Results from the Corio Norlane Neighbourhood Renewal Survey (2007) support the principles of this Project with participants rating the following factors as necessary to access better education and employment opportunities:
- funding and improved infrastructure (23%);
- a reduction in costs of educational programs (20%);
- improved communication (16%);
- increased motivation and interest in engaging in education (14%); and
- increased community involvement (22%) (Deakin University 2007).
The Community Schools Pilot Project
The Community Schools movement is a concept that provides a ‘one stop shop’ for students and their families. Community Schools are community hubs that provide an efficient use of taxpayers’ money and a strong means of addressing disadvantage. Sometimes called ‘full-service’ or ‘extended-service’ schools, Community Schools are educational institutions that combine the rigorous academics of a quality school with a wide range of vital in-house services. Community Schools support and provide opportunities for the purpose of promoting children’s learning and development. The community school unites the most important influences in children’s lives – school, family and community – to create a web of support that nurtures their development towards productive adulthood.
The Corio Norlane Community Schools Pilot has been informed by Results Based Planning consultations conducted with 250 people, including parents, teachers and students, involved in various community groups, committees and schools. The results of the Community Schools consultations indicate that priorities identified by the community also reflect the priorities established by the Victorian Child and Adolescent Monitoring System, these priorities include:
- Safe and Healthy Children
- Children learning, developing and achieving, at and beyond benchmarks
- Confident and capable families
- Strong and supportive communities
- An enabling society
The CN DAB Education sub committee is in a unique position to inform this Project and ensure that the voices of the residents are considered in the planning and implementation phases.
For more information on the Corio Norlane Regeneration Project: http://corionorlaneregen.wordpress.com/
Priority Area 4: Promote the Importance of Early Years Development
AEDI survey results indicate that while many children in Corio Norlane are developing well, a significant number of 6 year olds living in Corio Norlane are failing to meet expected levels of social, emotional, cognitive, communicative and physical development. Further, AEDI results indicate that 27% of children in Corio and 33% of children in Norlane have been identified as developmentally vulnerable, or “at risk”, in one of the five developmental domains, while 15% of children in Corio and 18% of children in Norlane are developmentally vulnerable in two or more developmental domains (AEDI 2005).
In a comparative study of the Corio Norlane Neighbourhood Renewal Community Survey’s (2005,2007), residents were asked to rate specific education services. The following differences between the surveys were observed:
- 6% fewer Neighbourhood Renewal Area (NRA) participants rated kindergartens as good in 2007; and
- 6% fewer NRA participants rated primary schools as good in 2007 (Deakin University 2007)
For more information on Early Years Development:
www.education.vic.gov.au/OCECD/earlychildhood/library/publications/other/importance.html
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