Cape York Communities Economically Viable Essay


Discuss About The Cape York Communities Economically Viable?



Education is one of the essential and integral parts of every economy that aids it to have growth through optimal utilisation of the resources and ability to develop essential technologies (F?gerlind and Saha 2016). Considering the case of Australia it can be seen that the country has high literacy rate; however, in recent days an increasing public discourse throughout the Northern Territories has came to rigorous debates (Alford and Muir 2004). Being the residents of the Northern Territories one can outline that rising number of colonisation in the past has resulted in domination of foreign culture over the ethnicity of the native Australian. It has not only deprived them from the economic perspective, in addition it has lead to segregation in various other factors like education, housing, employment opportunities (Ullah 2016). In this context, this essay is aimed to discuss the effect of past history of remoteness of many towns in the Northern Territories from perspective of an indigenous Australian who is living in this area for his whole life. Moreover, through critically analyzing the present scenario of the Northern Territories, it will provide education framework that can address the requirement of education for the indigenous people.

Recognizing the truth of the past:

Australia is one of the developed nations; however during being one of the mineral rich countries it attracted lots of colonisation since 1788 (Alford and Muir 2004). According to the Altman (2006), repercussion effect of this colonisation has brought destructive effect on the economic and social structure of the native Australians. Ranging from land dispossession of the aboriginals to suppression of the native languages of the indigenous Australians in the Northern Territory has demolished the civic as well as the social culture of the remote Northern Territory towns. Next to this, over increasing external political influence and excessive welfare dependency has provided government basis for collapsing the organisation throughout Northern Territories. One of the most crippling blows was come in as the form of inadequate social service for the aboriginals. Over the period it has been observed that public expenditure for the issues related to health and education of the native Australians has gradually decreased. It has lead to poor socioeconomic as well as academic performance of the indigenous people from Australia. According to the (Biddle 2011), successive government plans has failed to consider the importance of separate education plan for the aboriginals, which has caused in poor literacy rate of the native Australians. Moreover, it has also been found that assimilation policies by the Australian government has summarily ignored the views and need of indigenous Australians leading to high dropouts and poor standard of living. Since, last three decades there has been merely no improvement in the education front in the Northern Territories and education assistance from government has fell short to the desired level leading to widening gap between indigenous and non-indigenous people.

Critical analysis of the present situation:

Indigenous Australians are the native Australians who are presently being suffering from serious issues of colonisation in the country during the past centuries. Recent analysis of the socioeconomic parameters highlights that aboriginals are having poor outcomes compared to the non-indigenous population of the country. Considering the drastic exploitation of the lives of the indigenous Australians, disadvantage in the field of education is broad in present day. According to the statistics, more than 45.65% of the aboriginal adults are functionally illiterate and 51% of native Australian population fails to achieve the national minimum average in grammar, spelling and punctuation (Allen 2015).18% of the native Australian population from the towns of Northern Territories has failed to achieve national minimal in writing and reading standards during the 2015 (Anderson et al. 2016). According to the same source, Compared to this, literacy rate of non-aboriginal population of Australia is as high as 96.4%. These figures portray the real gap between the education of the native Australians and the non-aboriginals. In this regard it is essential to look into the current policy framework of the indigenous Australian population, which mainly rotates around six targets of Closing the Gap agenda of the Australian government. Australian population from Northern have been subject to welfare programs from the government and through excessive dependence on the welfare payment education system of this area has been hampered largely. Aboriginal population of Australia until 1980 were summarily excluded from the access of mainstream provisions like health, education, income support, housing and others leading to poor standard of living for the aboriginal people (F?gerlind and Saha 2016). Besides this, depending upon the external political influence, government has restricted the native Australians to participate in all state-funded service that has hampered the literacy rate of the aboriginal population greatly and the wellbeing too. Northern Territories According to the education plan of the Australian government have lowest amount of literacy rate. According to the research of (Pearson 2005), low attendance rate and high dropout of the aboriginal students has restricted the growth path of the native Australians. Moreover, lack of unbiased framework for education of the people from Northern Territories has acted as the stimuli for the government to exploit the whole native Australian system and perform according to the directives of the social programs.

Problem solving:

Education is the backbone of development and in the case of Northern Territories it is highly crucial to have an organised program plan for promoting education. As it has been observed that aboriginals have high child illiteracy rate, thus it is important that government need to provide better access to school and employ qualified teachers for the children under the National Partnership Agreement on Early Childhood Education program (Timms et al. 2014). One of the major issues in the Northern Territories is lack of school owing to little number of populations in certain areas. Besides this, lack of encouragement among the indigenous families to send their children to school is affecting the education level of these areas. Thus, as the solution to this problem, it would be ideal to promote the necessity of education among the aboriginal parents largely under the Parental and Community Engagement Program. As the resident of the Northern Territories it can be seen that access to high quality education is limited to the aboriginals and in the remote areas there is lack of transportation, roads and secondary schools that hampers the stimuli to go to the school. Besides this, vast history of colonisation has influenced the education system largely leading to biasness in education. Lower school attendance is another outcome of the biased education system in Australia (Pearson 2005). In order to increase the literacy rate of this region, regular reviewing of National Assessment Program for Literacy and Numeracy is required and additional team is required to check over the biasness factor of the education system. Through proper policy implementation and better connectivity with the school can enhance the education level greatly. Besides this, the Northern Territories require transportation badly, thus new roads and better communication is another important factor necessary for solving the educational gap.


Aboriginals are limited to the Northern Territories; however they are the only surviving population who knows the socio cultural history of the Australia. Over exploitation of the country’s cultural value during the era of colonisation has largely affected the socioeconomic parameters of the aboriginals. Education has largely been affected and presently there is a huge gap among the different region of Australia and remote areas of Northern Territories. Present scenario of the education system of Northern Territories highlight immediate actions to keep it on the track. As the resident of the Northern Territories it can be said that education framework mentioned above need to be implemented as soon as possible for better future of the real Australians and let the socioeconomic discrimination vanish from the country.


Alford, K. and Muir, J., 2004. Dealing with unfinished Indigenous business: the need for historical reflection. Australian Journal of Public Administration, 63(4), pp.101-107.

Altman, J., 2006. The Future of Indigenous Australia: Is there a path beyond the free market or welfare dependency. Centre for Aboriginal Economic Policy Research, Australian National University, Canberra. Compendio internacional de pr?cticas, 185.

Biddle, N., 2011. Measures of Indigenous wellbeing and their determinants across the lifecourse. Income, Work and Indigenous Livelihoods.

Pearson, N., 2005. Can Cape York communities be economically viable?. Viewpoint, Cape York Institute for Policy & Leadership, Cairns, Qld.

F?gerlind, I. and Saha, L.J., 2016. Education and national development: A comparative perspective. Elsevier.

Ullah, A., 2016. Globalization and the Health of Indigenous Peoples: From Colonization to Self-rule (Vol. 15). Taylor & Francis.

Allen, K., 2015. Past Traumas, Present Griefs: Exploring the Effects of Colonialism, Microaggressions, and Stereotyping from Wild West Shows to Indigenous Literature. University of Arkansas.

Timms, L., Williams, C., Stokes, S.F. and Kane, R., 2014. Literacy skills of Australian Indigenous school children with and without otitis media and hearing loss. International journal of speech-language pathology, 16(3), pp.327-334.

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