Our REsearch

The GO Foundation’s work is based on evidence that when Indigenous people participate in education, many social, cultural, and economic benefits flow on well beyond the individual.

That’s why it’s important to have equity in education access. For Indigenous students, that means culturally responsive and meaningful opportunities in education.

Research into the Goodes O’Loughlin Foundation (GO Foundation) Scholarship Program was undertaken by the Jumbunna Institute for Indigenous Education and Research, University of Technology Sydney.

GO commissioned KPMG Arilla Indigenous Services to research the benefits of encouraging more Indigenous people to enter higher education.

What we found out is that it’s vital for all Australians to have equal opportunity to participate socially, culturally and economically.

The research is clear.  When Indigenous Australians complete further studies, this can lead to:

• increased earning capacity
• greater employment opportunities
• improved health and wellbeing outcomes
• reduced interaction with the justice system.

The effects of more Indigenous people entering higher education can stretch beyond improving and enriching the lives of Indigenous communities.

It can benefit everyone.

Complex barriers impact Indigenous students' ability to access, enrol and complete further education. These barriers vary with circumstance and include:

• socio-economic disadvantage
• location
• the cost of education itself.

The support network around each Indigenous student is also a factor that will influence a students’ identity and their desire to pursue further education.

This is why our Scholarships Team aims to build a relationship with each GO Student.

There are positive, enabling factors too. These are likely to increase Indigenous participation in further education, including enhancing the quality of school experience for Indigenous students to:

• ensure culture is recognised
• recognise and develop the aspirations of each student.

Also linked to better school experience quality for Indigenous students was giving them access to:

• career advice and guidance
• information on the various choices and pathways available to them.

This report was developed to support us in how we promote Indigenous communities to take up further education. To do this, the report shows efforts must ensure that Indigenous students have the same choices as non-Indigenous students to enter and finish further education – when they choose.

Thanks to KPMG Arilla Indigenous Services, Propel Group and the Department of Education and Training for their generosity with respect to the research.