MS CHESTER: And a lot of the things you said about and “place base” critical sets of factors that we point to in those “local engagement”, they’re reports. MR HENDERSON: Yes. MS CHESTER: But given your interest around education, a report there’s that we did that was actually quite ground breaking. the first time that It’s we actually looked at we looked at current data on NAPLAN results for – all students across Australia and did looked at it nonindigenous versus – indigenous and did analysis around school and student level characteristics. MR HENDERSON: Yes. MS CHESTER: To get a better understanding of the attribution for what’s the educational gap at the moment and driving it. And indeed we what’s identified some positive outlier schools, so schools that are performing, getting better at educational outcomes for indigenous students that they would otherwise get when you corrected for all the sort of student school characteristics. MR HENDERSON: Yes. MS CHESTER: So get you a link to that one. we’ll MR HENDERSON: Yes. Yes, really - - - I’d MS CHESTER: I thought be interested in it. you’d MR HENDERSON: really be interested and I can give you some I’d feedback. some other thinking that done, but we have There’s I’ve don’t time today. But until those issues are addressed you know I was saying – to somebody today, like to look down in 100, 200 and time I’d 500 years’ and see changed, and I hope a lot will change. But the pace of what’s change at the moment is glacial. MS CHESTER: No. And for those sort of fundamental reform issues that talking about accountability and the whole architecture around you’re indigenous policies and programs, is the reason why we struggle with the recommendations to take it out of HFE. MR HENDERSON: Yes. MS CHESTER: Taking indigeneity out.
MS CHESTER: And a lot of the things you said about “place base” and “local engagement”, they’re critical sets of factors that we point to in those reports. MR HENDERSON: Yes. MS CHESTER: But given your interest around education, there’s a report that we did that was actually quite ground breaking. It’s the first time that we actually looked at – we looked at current data on NAPLAN results for all students across Australia and did – looked at it nonindigenous versus indigenous and did analysis around school and student level characteristics. MR HENDERSON: Yes. MS CHESTER: To get a better understanding of what’s the attribution for the educational gap at the moment and what’s driving it. And indeed we identified some positive outlier schools, so schools that are performing, getting better at educational outcomes for indigenous students that they would otherwise get when you corrected for all the sort of student school characteristics. MR HENDERSON: Yes. MS CHESTER: So we’ll get you a link to that one. MR HENDERSON: Yes. Yes, I’d really - - - MS CHESTER: I thought you’d be interested in it. MR HENDERSON: I’d really be interested and I can give you some feedback. There’s some other thinking that I’ve done, but we don’t have time today. But until those issues are addressed you know – I was saying to somebody today, I’d like to look down in 100, 200 and 500 years’ time and see what’s changed, and I hope a lot will change. But the pace of change at the moment is glacial. MS CHESTER: No. And for those sort of fundamental reform issues that you’re talking about accountability and the whole architecture around indigenous policies and programs, is the reason why we struggle with the recommendations to take it out of HFE. MR HENDERSON: Yes. MS CHESTER: Taking indigeneity out.