Since the early 1970s there have been many positive developments in the education of Aboriginal Australian children as well as education about Aboriginal society, past and present, for all children. We only have to look at such developments as Aboriginal Secondary Grants, Study Grants, home-school liaison, language programs, (e.g. Van Leer or the bilingual programs), family support/counselling (e.g. the Inala Family Project), Aboriginal Education Consultative groups at local, regional, state and national levels. The list of positive developments appears to be endless. Certainly teachers, schools and State Departments of Education have consulted with Aboriginal groups to develop policy statements about Aboriginal Education/Aboriginal Studies in schools. Money has been spent on employing (and sometimes training) Aboriginal teaching assistants; Aboriginal schools have received some support and in areas such as the Northern Territory and Northern Queensland, efforts are underway to decentralise education.

In a very real sense giant steps appear to have been made in Aboriginal education over the past ten years or so. If we are really honest, however, the results of these giant steps remain comparatively disappointing. Thus, although we know that Aboriginal children stay at schools for longer now than they did during the 1960s, the proportion who actually complete senior high school at a satisfactory level is small. For example, in the North West Region of New South Wales, only 11 Aboriginal students were enrolled in Year 12 at the beginning of 1981. See Table 1 for further information.

In that same year, 224 Aboriginal students entered high school throughout the region. If the 1981 patterns of enrolment for Year 12 persist, then only 5% of the 224 children who started high school will actually complete the program. These figures are not encouraging, particularly as non-Aboriginal students’ enrolment patterns indicate that 29% of those who begin high school actually make it to Year 12.