Senate Inquiry Reveals That Only 38 Percent of Year 10 Students Are Proficient in Civic Education
A Senate inquiry is currently investigating the lack of understanding in how Australia’s political system functions.
Less than 40% of Year 10 students have a comprehensive grasp of Australia’s political system and the workings of democracy.
On May 23, members of the Joint Standing Committee on Electoral Matters delved into the decreasing knowledge of civics education among students nationwide.
Every three years, the Australian Curriculum, Assessment and Reporting Authority (ACARA) conducts the National Assessment Program – Civics and Citizenship (NAP–CC) for Year Six and 10 students.
The NAP–CC assessment covers various aspects, including Australia’s political and legal systems, federal government structure, democratic values, and citizenship expectations.
A random selection of students from different types of schools and regions undergoes assessment each time.
Due to the COVID-19 pandemic, the NAP–CC assessment was disrupted as data collection was halted.
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According to the 2019 NAP–CC results, 53 percent of Year Six students met the proficient standard, slightly lower than the 2016 figure. However, this percentage was consistent with the results from 2007 to 2013.
On the other hand, only 38 percent of Year 10 students reached the proficient standard in 2019.
While this was similar to the 2016 result, it was noticeably lower compared to 2013 and 2010 when the figures were 44 and 49 percent, respectively.
Concerns Raised in the Senate Inquiry
Senator Linda Reynolds, a member of the inquiry, inquired about the effectiveness of the current civics curriculum with representatives from the Education Department.
She noted that around 60% of Year 10 students lack proficiency in civics education, indicating a gap in their knowledge.
Despite ample resources available through the national curriculum, many students are not adequately exposed to the necessary information for retention, as per Senator Reynolds.
However, Julie Birmingham, a first assistant secretary at the Department of Education, recognized the need for improvement in NAP–CC results. She highlighted that the assessment provides only a snapshot and does not present the full scenario.
She emphasized that interpreting the outcomes is limited due to various participant groups and question methodologies in the assessment.
Ms. Birmingham expressed confidence in the revised national curriculum as a way to enhance civics education delivery in schools and emphasized the importance of teacher professional development for effective teaching.
Variations in State Approaches to Education
Ms. Birmingham acknowledged challenges in implementing reforms within the current education model.
While civics education is integrated from Year Three to Year Six, discrepancies emerge in high school where states and territories implement diverse teaching programs.
Some regions lack a focused civics education approach, while others have detailed and structured learning frameworks at various year levels, causing variations in teaching standards.
Given the disparities in teaching methodologies, states will need time to integrate new civics curriculums and assess their impact on student learning effectively.
“Understanding the full impact will take time,” Ms. Birmingham noted.
