The Benefits of a Life-first employment program for Indigenous Australian families: Implications for ‘Closing the Gap’

Lynsey Brown,Katy Osborne,Fran Baum,Debra King,Katherine Patel,Linda Isherwood,Megan Moskos,Ruth Walker

doi:10.36251/josi.118

Abstract

There are significant and enduring inequities in education and employment outcomes between Indigenous and non-Indigenous Australians. In taking a ‘life-first’ approach to service provision the Building Family Opportunities Program (BFO) was able to successfully increase Indigenous Australians’ engagement with education and employment in South Australia. The evaluation of the BFO included quantitative administrative and survey data for 110 Indigenous families collected over a three year period, and qualitative data from interviews with 13 Indigenous jobseekers and focus groups with 24 case managers. Quantitative data revealed that similar proportions of Indigenous and non-Indigenous jobseekers achieved positive education/training and employment outcomes as a result of the program. Qualitative data were able to identify the strengths of this program as perceived by Indigenous families and case managers, including the practical and socio-emotional support offered to whole families, using a strengths-based, life-first approach. In the context of broader education and employment disadvantages experienced by Indigenous Australians, these results are significant and illustrate key lessons which can inform future policy and service delivery initiatives aiming to close the gap.

Highlights

There are significant and enduring inequities in education and employment outcomes between Indigenous and non-Indigenous Australians
Indigenous Australians often experience a high level of discrimination and racism (Paradies & Cunningham, 2009) which can act as a barrier to education, employment and housing opportunities
Of the 347 families approved for entry into the Building Family Opportunities Program (BFO) program, 32% identified as Aboriginal or Torres Strait Islander (n=110)

Summary

Introduction

There are significant and enduring inequities in education and employment outcomes between Indigenous and non-Indigenous Australians. Low education and unemployment have been linked with economic and social disadvantages including poor income, low quality housing, social exclusion and poor health outcomes (Gray, Hunter, & Lohoar, 2012). Such challenges have a cumulative effect for individuals but across generations. Policy initiatives targeting disadvantages experienced by Indigenous Australians have focused on closing the gap in life expectancy; child mortality rates; access to early childhood education; reading, writing and numeracy; Year 12 attainment; and employment outcomes (Australian Government, 2016). A 2016 progress report suggests there is still significant progress to be made; while there has been some positive movement on the educational goals, the employment target is not being met (Australian Government, 2016)

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Results

Conclusion