Comprehensive Research Report: Educational Disadvantage in Australia

This report delves into the critical issue of educational disadvantage in Australia, exploring its multifaceted causes and far-reaching impacts. The research examines the influence of socio-economic factors, teacher shortages, and cultural disparities on student outcomes, particularly for indigenous students. The report analyzes data, including NAPLAN results, to highlight the inequalities in educational opportunities across the country. It also discusses the challenges in the Australian education system, such as the shortage of specialist teachers and the impact of government funding. The report concludes by proposing several solutions, including improving teaching quality, addressing language barriers, and promoting a more equitable socio-economic environment to improve Australia's educational sector. The report also provides several illustrations and references to support the findings.

RESEARCHING
EDUCATIONAL
DISADVANTAGE

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
CONCLUSION................................................................................................................................7
REFERENCE...................................................................................................................................9

ILLUSTRATION INDEX
Illustration 1: Proportion of students meeting educational milestones in Australia........................3
Illustration 2: Proportion of students meeting educational milestones in Australia for post school
years.................................................................................................................................................3
Illustration 3: Children meeting the early years milestones.............................................................5
Illustration 4: Children meeting the early years milestones according to state and territory..........5

INTRODUCTION
Educational disadvantage is worrying tool is Australia impacts its employment and other
developmental sectors. It is occurred due to increasing turnover ratio of teachers, socio-economic
background, low retention rate, less confidence in benefits of education etc. This problem is
enhancing on large scale in Australia which can be discussed in the present report. However,
different issues occurred because of this reason and its impact on socio-economic background of
the country can be described. Including this, different ideas for reducing the issue and improving
teaching professional will be introduced through this assignment. Therefore, learners are able to
understand Australian educational system as well issues occurred in it and ways to solving out
them with the help of this report.
MAIN BODY
Educational disadvantage is one of the most worrying factor in Australia in comparison
to other countries of the globe. It emerges due to differenced in socio-economic backgrounds of
people. However, various social issues are occurred that affect educational and employment
system in the country. Including this, because of less cultural curriculum and sociology, it
remains challenging in Australia to face challenge of educational inequality (Mitrou and et.al.,
2014). Likewise, indigenous students also face different problems in terms of educational system
of Australia because of changes in social and economic factors. Along with this, educational
disadvantage are recognised in the forms as inequalities of opportunities, experiences and
outcomes. However, due to differences in social and cultural environmental factors, educational
disadvantage is occurred in the country. Similarly, because of ineffective interaction with
teachers of the schools and colleges, various issues are obtained. Therefore, educational
disability is considered as a disadvantage for Australia in respect of socio-economic and cultural
differences (Sikora and Biddle, 2015).
It is also determined that due to differences in culture of Australia with other countries,
indigenous students face problems as most. As such, social and economic background of the
country get affected adversely. In addition to this, due to differences in different students'
abilities, variety of issues occurred affect sociology and cultural environment of the country
(Darmody, Byrne and McGinnity, 2014). Moreover, social issues as lack of interaction between
students and teachers as well limited cultural facilities impact on nation's effectiveness adversely.
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Including this, because of changes in income level of people, educational disadvantage emerged
due to inequality in students' experiences. Similarly, it is also recognised that Australia is going
through the largest shortage of teachers for teaching facilities between rural and urban schools.
However, low social-economic schools remain unable to provide required books, study materials
to students in comparison to high social-economic status schools (Dixon and et.al., 2013). Apart
from this, it is also recognised that disadvantaged students have less supportive and lack of
interaction with their teachers and facilities. Apart from this, due to lack of understanding of
students with English proficiency of Australia, indigenous students do not achieve high grades in
comparison to their residents. Therefore, for the reason of large achievement gap, educational
disadvantage emerge in the country.
According to National Assessment Program- Literacy and Numeracy (NAPLAN) results,
it is analysed that Australia is the one of the OECD country which is facing issue of educational
disadvantage and socio-economic background. Including this, because of changes in social,
economic and community differences between rural and urban city's environment, this issue
occurred impact on country's effectiveness (Lampert and et.al., 2015). However, according to
Mitchell Institute, educational opportunity in Australia is identified can be expressed as:
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As per this report, it is recognised that educational disadvantage in Australia is an issue in
context to student meeting milestone meeting. However, in early ages children are ready to point
of entry to school also able to social competence, emotional maturity and general knowledge etc.
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Illustration 1: Proportion of students meeting educational milestones in Australia
(Source: Socio-Economic disadvantage in Australia, 2017).
Illustration 2: Proportion of students meeting educational milestones in Australia for post school
years
(Source: Socio-Economic disadvantage in Australia, 2017).

Similarly, for middle years and senior school years this ratio is declined affect Australian
students' data and examined young people who attended school (Jones, 2014). Therefore,
educational disadvantage in Australia has been determined in this way required to be improved
by considering social and economic background.
As such, educational sector's performance in terms of indigenous students can be
understood with the help of following research as:
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Illustration 3: Children meeting the early years milestones
(Source: Gaps in Educational opportunities in Australia, 2017).

It is in interpreted that at the age of 7, there is 79 non-indigenous and 57 indigenous
students where English language background is of 80 and LBOTE is 70. Similarly, different
regions' position in Australia regarding educational sector for both indigenous and non-
indigenous students has recognised ()Symeonides and et.al., 2013). Including this, social
economic status because of educational disadvantages is analysed of different categories as high
level, middle, low and the least. Apart from this, different states and territories' position has been
introduced affect social, economic and educational sector of the country.
Thus, as per conducted research and collected data, it is interpreted that Australia requires
reducing occurred issues and improving educational and employment sector. However,
educational development of the country is possible through improving teaching profession,
providing effective facilities to indigenous students as well encouraging social and economic
system for country's effectiveness (Kapasa, Samuels and Mulendema, 2015). In addition to this,
through reducing language issue for indigenous students will be effective to increase social and
education standard of Australia effectively. Therefore, for reducing educational disadvantage in
Australia, taking appropriate steps is needed for proper management and development of the
nation efficiently.
Top performing education system in Australia values expert teaching and they consider
that highly effective teaching assist student in developing bright career. It sis required by
Australian education system to demonstrate The positive impact of teaching on individual career
growth. The universities need to demonstrate the positive affect they have their on teachers and
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Illustration 4: Children meeting the early years milestones according to state and territory
(Source: Gaps in Educational opportunities in Australia, 2017).

graduates (Fegley, 2016). Window dressing strategy need to be adopted by universities to
support ans solves various issues related to quality of teaching.
There are some reforms in Australia which require development in order to lift the quality
of teaching by attracting the talented candidates into the profession. This framework should
ensure that talented professional receive the best preparation and support. The various
framework should be established that should include some literacy standards which is required to
be followed for becoming effective teacher. Tougher accreditation standards can be framed in
order to challenge teachers education providers to develop high quality programmes for
providing effective training to teachers (Mitrou and et.al., 2014). The various issues in Australian
education system that has major impact on Australian education system are Poor workforce
planning by government is a major issues as this has direct impact on quality of teaching in
Australia. The teacher supply does not match with demand. Over supply Funding by Australian
Government had lead to exploitation of financial resources for by universities. These oversupply
of funds by legal authority has generated the impression on universities to use teaching courses
as cash cow. The government has the potential to foster the quality of teaching by investing in
teacher education system (Darmody, Byrne and McGinnity, 2014). Despite of oversupply,
Australian education system is experiencing undersupply of specialist teacher that could teach
various subjects such as geography, physics and chemistry, secondary maths professionals and
Lack of qualified regional teachers. In order to attract professional teachers can use Increase pay
level strategy.
To fulfil the demand of qualifies professional the educational institutions can appoint
maths and science teachers. The teacher can be provided with training in order to develop spark
and enthusiasm for maths and science subjects in their students. Under supply of Professional
and qualified teacher has direct impact on career growth of students as well as teachers. Even
after getting training some science and maths teachers does not posses the potential to spark
enthusiasm for these subjects in their students (Lingard, Sellar and Savage, 2014). The primary
concern is the number of growing teacher at secondary level who are teaching such subjects
which they are not formally qualified. Teacher is considered to be professional when they teach
subject related to their particular field. The educational institution can ensure that teachers are
allotted with subject in which they are experts. There are many teaches that are working outside
of their expertise field. Government can set standard of qualification which intends to require
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teachers to have completed graduate level teaching degree. Legal authority can mandatory of all
education to provide employment to only qualified professionals.
CONCLUSION
It is concluded that educational disadvantage is essential to be reduced in Australia for
increasing its socio-economic standard and effectiveness in employment sector. In this regard,
issues occurred in the country regarding education and different other sectors has been described.
Including this, reasons behind occurred issue and challenges for indigenous students are
understood through this assignment. Moreover, socio-economic background and other factors are
determined for the country and its effectiveness. Besides this, unemployment reason as lack of
interest from youngsters towards education and employment as a risk is expressed. However,
several ways to reduce the issues and improving educational sector is determined which are
required to be followed on for effectiveness of Australia in respect of education and employment
sector. Along with this, suggestion and different tools for improving teaching profession has
been introduced effectively. Thus, overall research on country's position and ways to improve
educational sector are described through this report.
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REFERENCE
Books and Journal
Darmody, M., Byrne, D., & McGinnity, F. (2014). Cumulative disadvantage? Educational
careers of migrant students in Irish secondary schools. Race Ethnicity and Education.
568(1). 129-151.
Dixon, J. B. & et.al., (2013). Severely obese people with diabetes experience impaired emotional
well-being associated with socioeconomic disadvantage: results from Diabetes MILES–
Australia. Diabetes research and clinical practice. 56(2). 131-140.
Fegley, T. (2016). Kevin Carson and the Freed Market: Is His Left-Libertarian Vision Plausible.
Libertarian Papers. 78(4). pp.273.
Jones Díaz, C. (2014). Institutional, material and economic constraints in languages education:
Unequal provision of linguistic resources in early childhood and primary settings in
Australia. International Journal of Bilingual Education and Bilingualism. 63(3). 272-286.
Kapasa, J., Samuels, E. B., & Mulendema, P. J. (2015). Problems Faced by Students and
Lecturers in Teaching and Learning of Approximation in Primary Colleges of Education:
A Case Study of 4 Primary Colleges on the Copperbelt Province-Zambia. Journal of
Education and Practice. 67(17). 137-146.
Lampert, J. & et.al., 2015. Teacher education for high poverty schools. Springer.
Lingard, B., Sellar, S., & Savage, G. C. (2014). Re-articulating social justice as equity in
schooling policy: The effects of testing and data infrastructures. British Journal of
Sociology of Education. 45(5). 710-730.
Mitrou, F. & et.al., (2014). Gaps in Indigenous disadvantage not closing: a census cohort study
of social determinants of health in Australia, Canada, and New Zealand from 1981–2006.
BMC Public Health. 5(1). pp.201.
Sikora, J., & Biddle, N. (2015). How gendered is ambition? Educational and occupational plans
of Indigenous youth in Australia. International Journal of Educational Development.
67(4). pp.1-13.
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