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Tj 36 0 TD -0.0059 Tc (Introduction) Tj -36 -30.24 TD /F2 12 Tf 0.0407 Tc -0.0047 Tw (States Parties recognize the right of the child to education, and with a view to) Tj ET 79.08 737.64 0.72 0.72 re f 79.08 737.64 0.72 0.72 re f 79.8 737.64 435.96 0.72 re f 515.76 737.64 0.72 0.72 re f 515.76 737.64 0.72 0.72 re f 79.08 722.76 0.72 14.88 re f 515.76 722.76 0.72 14.88 re f BT 85.2 711.6 TD 0.0315 Tc 0.0045 Tw (achieving this right progressively and on the basis of equal opportunity, they) Tj ET 79.08 708.84 0.72 13.92 re f 515.76 708.84 0.72 13.92 re f BT 85.2 697.68 TD 0.0284 Tc 0.0076 Tw (shall, in particular:) Tj ET 79.08 694.92 0.72 13.92 re f 515.76 694.92 0.72 13.92 re f BT 85.2 683.76 TD -0.032 Tc 0 Tw (\(a\)) Tj 18.72 0 TD 0.0275 Tc 0.0085 Tw (Make primary education compulsory and available free to all;) Tj ET 79.08 681 0.72 13.92 re f 515.76 681 0.72 13.92 re f BT 85.2 669.84 TD -0.032 Tc 0 Tw (\(b\)) Tj 18.72 0 TD 0.0312 Tc 0.0048 Tw (Encourage the development of different forms of secondary education,) Tj ET 79.08 667.08 0.72 13.92 re f 515.76 667.08 0.72 13.92 re f BT 103.92 655.92 TD 0.0413 Tc -0.0053 Tw (including general and vocational education, make them available and) Tj ET 79.08 653.16 0.72 13.92 re f 515.76 653.16 0.72 13.92 re f BT 103.92 642 TD 0.0203 Tc 0.0157 Tw (accessible to every child, and take appropriate measures such as the) Tj ET 79.08 639.24 0.72 13.92 re f 515.76 639.24 0.72 13.92 re f BT 103.92 628.08 TD 0.036 Tc 0 Tw (introduction of free education and offering financial assistance in case of) Tj ET 79.08 625.32 0.72 13.92 re f 515.76 625.32 0.72 13.92 re f BT 103.92 614.16 TD 0.0648 Tc 0 Tw (need;) Tj ET 79.08 611.4 0.72 13.92 re f 515.76 611.4 0.72 13.92 re f BT 85.2 600.24 TD -0.08 Tc (\(c\)) Tj 18.72 0 TD 0.0287 Tc 0.0073 Tw (Make higher education accessible to all on the basis of capacity by every) Tj ET 79.08 597.48 0.72 13.92 re f 515.76 597.48 0.72 13.92 re f BT 103.92 586.32 TD 0.0275 Tc 0.0085 Tw (appropriate means;) Tj ET 79.08 583.56 0.72 13.92 re f 515.76 583.56 0.72 13.92 re f BT 85.2 572.4 TD -0.032 Tc 0 Tw (\(d\)) Tj 18.72 0 TD 0.0466 Tc -0.0106 Tw (Make education and vocational information and guidance available and) Tj ET 79.08 569.64 0.72 13.92 re f 515.76 569.64 0.72 13.92 re f BT 103.92 558.48 TD 0.0265 Tc 0.0095 Tw (accessible to all children;) Tj ET 79.08 555.72 0.72 13.92 re f 515.76 555.72 0.72 13.92 re f BT 85.2 544.56 TD -0.032 Tc 0 Tw (\(e\)) Tj 18.72 0 TD 0.0297 Tc 0.0063 Tw (Take measures to encourage regular attendance at schools and the) Tj ET 79.08 541.8 0.72 13.92 re f 515.76 541.8 0.72 13.92 re f BT 103.92 530.64 TD 0.0318 Tc 0.0042 Tw (reduction of drop out rates) Tj 140.76 0 TD /F1 12 Tf 0 Tc 0 Tw ( \() Tj 7.32 0 TD /F2 12 Tf 0.0445 Tc -0.0085 Tw (Convention on the Rights of the Child) Tj 199.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( article) Tj ET 79.08 527.88 0.72 13.92 re f 515.76 527.88 0.72 13.92 re f BT 103.92 516.72 TD (28.1\).) 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The inquiry) Tj -4.32 Tc (\222) Tj 0 Tc (s recommendations will be published in June) Tj T* (2000.) Tj 0 -27.6 TD (These recommendations will be further detailed in individual reports on ) Tj -4.32 Tc (\221) Tj 0 Tc (Access) Tj 0 -13.8 TD (to Education) Tj -4.32 Tc (\222) Tj 0 Tc (, ) Tj -4.32 Tc (\221) Tj 0 Tc (Rural Students with Special Needs) Tj -4.32 Tc (\222) Tj 0 Tc (, ) Tj -4.32 Tc (\221) Tj 0 Tc (Indigenous Education) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (and) Tj T* -4.32 Tc (\221) Tj 0 Tc (Information Technologies in Education) Tj -4.32 Tc (\222) Tj 0 Tc (. All publications will address the key) Tj T* (question for the inquiry:) Tj 18 -27.96 TD /F0 12 Tf 0.0104 Tc 0.0376 Tw (What is necessary to ensure that, by the age of 18, each child in) Tj 0 -14.16 TD 0.0106 Tc 0.0374 Tw (Australia has received the education he or she requires to participate) Tj T* 0.0208 Tc 0.0272 Tw (to his or her full potential in the social, economic, political and cultural) Tj T* -0.0088 Tc 0.0568 Tw (life of the community?) Tj -18 -27.6 TD /F1 12 Tf 0 Tc 0 Tw (The challenge for our governments and indeed for the community as a whole is) Tj 0 -13.8 TD (whether we as a nation are prepared to do what is necessary to achieve that.) 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Tj 36 0 TD -0.0076 Tc 0.0426 Tw (Rural and remote students) Tj -36 -30.24 TD /F2 12 Tf 0.0291 Tc 0.0069 Tw (States Parties shall respect and ensure the rights set forth in the present) Tj ET 79.08 737.64 0.72 0.72 re f 79.08 737.64 0.72 0.72 re f 79.8 737.64 435.96 0.72 re f 515.76 737.64 0.72 0.72 re f 515.76 737.64 0.72 0.72 re f 79.08 722.76 0.72 14.88 re f 515.76 722.76 0.72 14.88 re f BT 85.2 711.6 TD 0.0355 Tc 0 Tw (Convention to each child within their jurisdiction without discrimination of any) Tj ET 79.08 708.84 0.72 13.92 re f 515.76 708.84 0.72 13.92 re f BT 85.2 697.68 TD 0.024 Tc 0.012 Tw (kind, irrespective of the child) Tj -4.536 Tc 0 Tw (\222) Tj 0.0148 Tc 0.0212 Tw (s or his or her parent) Tj -4.536 Tc 0 Tw (\222) Tj 0.039 Tc -0.003 Tw (s or legal guardian) Tj -4.536 Tc 0 Tw (\222) Tj -0.008 Tc 0.044 Tw (s race,) Tj ET 79.08 694.92 0.72 13.92 re f 515.76 694.92 0.72 13.92 re f BT 85.2 683.76 TD 0.0406 Tc -0.0046 Tw (colour, sex, language, religion, political or other opinion, national, ethnic or) Tj ET 79.08 681 0.72 13.92 re f 515.76 681 0.72 13.92 re f BT 85.2 669.84 TD 0.0233 Tc 0.0127 Tw (social origin, property, disability, birth or other status) Tj 277.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( \() Tj 7.32 0 TD /F2 12 Tf 0.0417 Tc -0.0057 Tw (Convention on the Rights) Tj ET 79.08 667.08 0.72 13.92 re f 515.76 667.08 0.72 13.92 re f BT 85.2 655.92 TD 0.0504 Tc -0.0144 Tw (of the Child) Tj 60.96 0 TD /F1 12 Tf 0 Tc 0 Tw ( article 2.1\).) Tj ET 79.08 651.48 0.72 0.72 re f 79.08 651.48 0.72 0.72 re f 79.8 651.48 435.96 0.72 re f 515.76 651.48 0.72 0.72 re f 515.76 651.48 0.72 0.72 re f 79.08 652.2 0.72 14.88 re f 515.76 652.2 0.72 14.88 re f BT 85.2 626.52 TD (In this chapter) Tj 0 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (Students and schooling types) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (Outcomes and options) Tj -18 -29.88 TD /F0 14.04 Tf -0.033 Tc 0.118 Tw (Students and schooling types) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (In August 1996 there were more than 1.8 million students in primary schools) Tj 0 -13.8 TD (across Australia and 1.3 million in secondary schools. One-quarter of Australian) Tj T* (primary students and one-third of secondary students attend non-government) Tj T* (schools \(DETYA 1996, page 59\).) Tj 0 -27.6 TD (The best available national estimates indicate that between one-quarter and) Tj 0 -13.8 TD (one-third attend school in rural and remote areas. For example, 66% of) Tj T* (Victorian students attend school in metropolitan Melbourne, 11% in provincial) Tj T* (cities, 15% in rural areas and 8% in remote parts of the State \(Victorian) Tj T* (Department of Education, Employment and Training submission, page 5\). In) Tj T* (NSW 34.6% of students attend rural and remote schools.) Tj 0 -27.6 TD (Only about 5% of students attend schools which qualify for the) Tj 0 -13.8 TD (Commonwealth) Tj -4.32 Tc (\222) Tj 0 Tc (s Country Areas Program \(CAP\) funding and only 12,243) Tj T* (students receive the Commonwealth) Tj -4.32 Tc (\222) Tj 0 Tc (s Assistance for Isolated 黑料情报站, fewer) Tj T* (than 1% of Australian students.) Tj 0 -27.6 TD (Enrolments in country schools are typically much lower than in metropolitan) Tj 0 -13.8 TD (schools. For example, enrolments in schools in South Australia range upwards) Tj T* (from 18 students at Salt Creek Primary School and 34 schools have enrolments) Tj T* (of fewer than 40 students \(SA Department of Education, Training and) Tj T* (Employment submission, page 5\). In Tasmania a school on Cape Barren Island) Tj T* (has six students and in Western Australia there is one school with fewer than) Tj T* (ten students. In Queensland 121 government schools have fewer than 20) Tj T* (students \(Education Queensland submission, page 1\).) Tj 0 -27.6 TD (Because country schools are so much smaller on average than metropolitan) Tj 0 -13.8 TD (schools, a higher proportion of schools are situated in rural areas as compared) Tj T* (with the percentage of students. For example in NSW and Victoria 48% of) Tj T* (government schools are in non-metropolitan areas compared with only about) Tj T* (34% of students. In the NT n) Tj 153.12 0 TD (early 53% of schools but just over 23% of students) Tj -153.12 -13.8 TD (are located in remote areas.) Tj ET endstream endobj 32 0 obj 4638 endobj 30 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 15 0 R >> /ProcSet 2 0 R >> /Contents 31 0 R >> endobj 35 0 obj << /Length 36 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 147.6 -758.16 TD -0.0576 Tc 0 Tw (7) Tj -209.76 721.32 TD /F1 12 Tf 0 Tc (Many students expressed their appreciation of what a small country school can) Tj 0 -13.8 TD (offer them.) Tj 18 -27.6 TD /F2 12 Tf 0.0227 Tc 0.0133 Tw (Our school [St Cecilia) Tj -4.536 Tc 0 Tw (\222) Tj 0.0298 Tc 0.0062 Tw (s College] is small. There are only about 100) Tj 0 -13.92 TD 0.0333 Tc 0.0027 Tw (students at our school so we know everyone. We feel listened to at our) Tj T* 0.02 Tc 0 Tw (school) Tj 34.8 0 TD /F1 12 Tf 0 Tc ( \(student meeting in South Hedland WA\).) Tj -34.8 -27.72 TD /F2 12 Tf 0.046 Tc -0.01 Tw (I went to Darwin High before we came here and it was huge, and then) Tj 0 -13.92 TD 0.0324 Tc 0.0036 Tw (we came here and it was much easier to learn. You might only have 20) Tj T* 0.023 Tc 0.013 Tw (kids in your class but there is more opportunity to learn and teachers do) Tj T* 0.0248 Tc 0.0112 Tw (really care about if you pass or not) Tj 184.2 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Kununurra WA\).) Tj -202.2 -27.72 TD (The following table indicates the impact of the Commonwealth) Tj -4.32 Tc (\222) Tj 0 Tc (s Country Areas) Tj 0 -13.8 TD (Program funding on the government and non-government education sectors in) Tj T* (each jurisdiction in 1996.) 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0 TD 0.0288 Tc 0 Tw (N) Tj 45.48 0 TD -0.0144 Tc -0.0144 Tw (% *) Tj ET 79.44 493.92 0.72 0.72 re f 80.16 493.92 111 0.72 re f 191.16 493.92 0.72 0.72 re f 191.88 493.92 48.96 0.72 re f 240.84 493.92 0.72 0.72 re f 241.56 493.92 55.92 0.72 re f 297.48 493.92 0.72 0.72 re f 298.2 493.92 56.04 0.72 re f 354.24 493.92 0.72 0.72 re f 354.96 493.92 55.92 0.72 re f 410.88 493.92 0.72 0.72 re f 411.6 493.92 48.84 0.72 re f 460.44 493.92 0.72 0.72 re f 461.16 493.92 48.96 0.72 re f 510.12 493.92 0.72 0.72 re f 79.44 482.04 0.72 11.88 re f 191.16 482.04 0.72 11.88 re f 240.84 482.04 0.72 11.88 re f 297.48 482.04 0.72 11.88 re f 354.24 482.04 0.72 11.88 re f 410.88 482.04 0.72 11.88 re f 460.44 482.04 0.72 11.88 re f 510.12 482.04 0.72 11.88 re f BT 85.2 471.72 TD /F0 9.96 Tf 0.0178 Tc 0 Tw (NSW) Tj ET 79.44 481.32 0.72 0.72 re f 80.16 481.32 111 0.72 re f 191.16 481.32 0.72 0.72 re f 191.88 481.32 48.96 0.72 re f 240.84 481.32 0.72 0.72 re f 241.56 481.32 55.92 0.72 re f 297.48 481.32 0.72 0.72 re f 298.2 481.32 56.04 0.72 re f 354.24 481.32 0.72 0.72 re f 354.96 481.32 55.92 0.72 re f 410.88 481.32 0.72 0.72 re f 411.6 481.32 48.84 0.72 re f 460.44 481.32 0.72 0.72 re f 461.16 481.32 48.96 0.72 re f 510.12 481.32 0.72 0.72 re f 79.44 469.44 0.72 11.88 re f 191.16 469.44 0.72 11.88 re f 240.84 469.44 0.72 11.88 re f 297.48 469.44 0.72 11.88 re f 354.24 469.44 0.72 11.88 re f 410.88 469.44 0.72 11.88 re f 460.44 469.44 0.72 11.88 re f 510.12 469.44 0.72 11.88 re f BT 85.2 459.48 TD /F1 9.96 Tf -0.0089 Tc (Primary) Tj 120.12 0 TD -0.0528 Tc (17,633) Tj 73.44 0 TD -0.048 Tc (3.9) Tj 45.6 0 TD -0.0518 Tc (3,716) Tj 67.8 0 TD -0.048 Tc (2.3) Tj 32.88 0 TD -0.0528 Tc (21,349) Tj 66.12 0 TD -0.048 Tc (3.5) Tj ET 79.44 468.72 0.72 0.72 re f 80.16 468.72 111 0.72 re f 191.16 468.72 0.72 0.72 re f 191.88 468.72 48.96 0.72 re f 240.84 468.72 0.72 0.72 re f 241.56 468.72 55.92 0.72 re f 297.48 468.72 0.72 0.72 re f 298.2 468.72 56.04 0.72 re f 354.24 468.72 0.72 0.72 re f 354.96 468.72 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0.72 re f 460.44 456.6 0.72 0.72 re f 461.16 456.6 48.96 0.72 re f 510.12 456.6 0.72 0.72 re f 79.44 445.2 0.72 11.4 re f 191.16 445.2 0.72 11.4 re f 240.84 445.2 0.72 11.4 re f 297.48 445.2 0.72 11.4 re f 354.24 445.2 0.72 11.4 re f 410.88 445.2 0.72 11.4 re f 460.44 445.2 0.72 11.4 re f 510.12 445.2 0.72 11.4 re f BT 85.2 435.24 TD -0.0221 Tc (Total) Tj 120.12 0 TD -0.0528 Tc (27,301) Tj 73.44 0 TD -0.048 Tc (3.6) Tj 45.6 0 TD -0.0518 Tc (3,913) Tj 67.8 0 TD -0.048 Tc (1.3) Tj 32.88 0 TD -0.0528 Tc (31,214) Tj 66.12 0 TD -0.048 Tc (2.9) Tj ET 79.44 444.48 0.72 0.72 re f 80.16 444.48 111 0.72 re f 191.16 444.48 0.72 0.72 re f 191.88 444.48 48.96 0.72 re f 240.84 444.48 0.72 0.72 re f 241.56 444.48 55.92 0.72 re f 297.48 444.48 0.72 0.72 re f 298.2 444.48 56.04 0.72 re f 354.24 444.48 0.72 0.72 re f 354.96 444.48 55.92 0.72 re f 410.88 444.48 0.72 0.72 re f 411.6 444.48 48.84 0.72 re f 460.44 444.48 0.72 0.72 re f 461.16 444.48 48.96 0.72 re f 510.12 444.48 0.72 0.72 re f 79.44 433.08 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120.12 0 TD -0.0528 Tc (22,971) Tj 73.44 0 TD -0.048 Tc (7.6) Tj 45.6 0 TD -0.0518 Tc (4,493) Tj 67.8 0 TD -0.048 Tc (3.4) Tj 32.88 0 TD -0.0528 Tc (27,464) Tj 66.12 0 TD -0.048 Tc (6.3) Tj ET 79.44 419.76 0.72 0.72 re f 80.16 419.76 111 0.72 re f 191.16 419.76 0.72 0.72 re f 191.88 419.76 48.96 0.72 re f 240.84 419.76 0.72 0.72 re f 241.56 419.76 55.92 0.72 re f 297.48 419.76 0.72 0.72 re f 298.2 419.76 56.04 0.72 re f 354.24 419.76 0.72 0.72 re f 354.96 419.76 55.92 0.72 re f 410.88 419.76 0.72 0.72 re f 411.6 419.76 48.84 0.72 re f 460.44 419.76 0.72 0.72 re f 461.16 419.76 48.96 0.72 re f 510.12 419.76 0.72 0.72 re f 79.44 408.36 0.72 11.4 re f 191.16 408.36 0.72 11.4 re f 240.84 408.36 0.72 11.4 re f 297.48 408.36 0.72 11.4 re f 354.24 408.36 0.72 11.4 re f 410.88 408.36 0.72 11.4 re f 460.44 408.36 0.72 11.4 re f 510.12 408.36 0.72 11.4 re f BT 85.2 398.4 TD -0.0476 Tc (Secondary) Tj 120.12 0 TD -0.0528 Tc (12,918) Tj 73.44 0 TD -0.048 Tc (6.0) Tj 45.6 0 TD -0.0576 Tc 0.0288 Tw ( 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(5.3) Tj ET 79.44 395.52 0.72 0.72 re f 80.16 395.52 111 0.72 re f 191.16 395.52 0.72 0.72 re f 191.88 395.52 48.96 0.72 re f 240.84 395.52 0.72 0.72 re f 241.56 395.52 55.92 0.72 re f 297.48 395.52 0.72 0.72 re f 298.2 395.52 56.04 0.72 re f 354.24 395.52 0.72 0.72 re f 354.96 395.52 55.92 0.72 re f 410.88 395.52 0.72 0.72 re f 411.6 395.52 48.84 0.72 re f 460.44 395.52 0.72 0.72 re f 461.16 395.52 48.96 0.72 re f 510.12 395.52 0.72 0.72 re f 79.44 384.12 0.72 11.4 re f 191.16 384.12 0.72 11.4 re f 240.84 384.12 0.72 11.4 re f 297.48 384.12 0.72 11.4 re f 354.24 384.12 0.72 11.4 re f 410.88 384.12 0.72 11.4 re f 460.44 384.12 0.72 11.4 re f 510.12 384.12 0.72 11.4 re f BT 85.2 373.8 TD /F0 9.96 Tf 0.0189 Tc (Queensland) Tj ET 79.44 383.4 0.72 0.72 re f 80.16 383.4 111 0.72 re f 191.16 383.4 0.72 0.72 re f 191.88 383.4 48.96 0.72 re f 240.84 383.4 0.72 0.72 re f 241.56 383.4 55.92 0.72 re f 297.48 383.4 0.72 0.72 re f 298.2 383.4 56.04 0.72 re f 354.24 383.4 0.72 0.72 re f 354.96 383.4 55.92 0.72 re f 410.88 383.4 0.72 0.72 re f 411.6 383.4 48.84 0.72 re f 460.44 383.4 0.72 0.72 re f 461.16 383.4 48.96 0.72 re f 510.12 383.4 0.72 0.72 re f 79.44 371.52 0.72 11.88 re f 191.16 371.52 0.72 11.88 re f 240.84 371.52 0.72 11.88 re f 297.48 371.52 0.72 11.88 re f 354.24 371.52 0.72 11.88 re f 410.88 371.52 0.72 11.88 re f 460.44 371.52 0.72 11.88 re f 510.12 371.52 0.72 11.88 re f BT 85.2 361.56 TD /F1 9.96 Tf -0.0089 Tc (Primary) Tj 120.12 0 TD -0.0528 Tc (23,264) Tj 73.44 0 TD -0.048 Tc (8.7) Tj 45.6 0 TD -0.0518 Tc (3,406) Tj 67.8 0 TD -0.048 Tc (4.3) Tj 32.88 0 TD -0.0528 Tc (26,670) Tj 66.12 0 TD -0.048 Tc (7.7) Tj ET 79.44 370.8 0.72 0.72 re f 80.16 370.8 111 0.72 re f 191.16 370.8 0.72 0.72 re f 191.88 370.8 48.96 0.72 re f 240.84 370.8 0.72 0.72 re f 241.56 370.8 55.92 0.72 re f 297.48 370.8 0.72 0.72 re f 298.2 370.8 56.04 0.72 re f 354.24 370.8 0.72 0.72 re f 354.96 370.8 55.92 0.72 re f 410.88 370.8 0.72 0.72 re f 411.6 370.8 48.84 0.72 re f 460.44 370.8 0.72 0.72 re f 461.16 370.8 48.96 0.72 re f 510.12 370.8 0.72 0.72 re f 79.44 359.4 0.72 11.4 re f 191.16 359.4 0.72 11.4 re f 240.84 359.4 0.72 11.4 re f 297.48 359.4 0.72 11.4 re f 354.24 359.4 0.72 11.4 re f 410.88 359.4 0.72 11.4 re f 460.44 359.4 0.72 11.4 re f 510.12 359.4 0.72 11.4 re f BT 85.2 349.44 TD -0.0476 Tc (Secondary) Tj 120.12 0 TD -0.0518 Tc 0.023 Tw ( 8,820) Tj 73.44 0 TD -0.048 Tc 0 Tw (6.0) Tj 45.6 0 TD -0.0576 Tc 0.0288 Tw ( 455) Tj 67.8 0 TD -0.048 Tc 0 Tw (0.6) Tj 35.64 0 TD -0.0518 Tc 0.023 Tw ( 9,275) Tj 63.36 0 TD -0.048 Tc 0 Tw (4.1) Tj ET 79.44 358.68 0.72 0.72 re f 80.16 358.68 111 0.72 re f 191.16 358.68 0.72 0.72 re f 191.88 358.68 48.96 0.72 re f 240.84 358.68 0.72 0.72 re f 241.56 358.68 55.92 0.72 re f 297.48 358.68 0.72 0.72 re f 298.2 358.68 56.04 0.72 re f 354.24 358.68 0.72 0.72 re f 354.96 358.68 55.92 0.72 re f 410.88 358.68 0.72 0.72 re f 411.6 358.68 48.84 0.72 re f 460.44 358.68 0.72 0.72 re f 461.16 358.68 48.96 0.72 re f 510.12 358.68 0.72 0.72 re f 79.44 347.28 0.72 11.4 re f 191.16 347.28 0.72 11.4 re f 240.84 347.28 0.72 11.4 re f 297.48 347.28 0.72 11.4 re f 354.24 347.28 0.72 11.4 re f 410.88 347.28 0.72 11.4 re f 460.44 347.28 0.72 11.4 re f 510.12 347.28 0.72 11.4 re f BT 85.2 337.32 TD -0.0221 Tc (Total) Tj 120.12 0 TD -0.0528 Tc (32,084) Tj 73.44 0 TD -0.048 Tc (7.8) Tj 45.6 0 TD -0.0518 Tc (3,861) Tj 67.8 0 TD -0.048 Tc (2.5) Tj 32.88 0 TD -0.0528 Tc (35,945) Tj 66.12 0 TD -0.048 Tc (6.3) Tj ET 79.44 346.56 0.72 0.72 re f 80.16 346.56 111 0.72 re f 191.16 346.56 0.72 0.72 re f 191.88 346.56 48.96 0.72 re f 240.84 346.56 0.72 0.72 re f 241.56 346.56 55.92 0.72 re f 297.48 346.56 0.72 0.72 re f 298.2 346.56 56.04 0.72 re f 354.24 346.56 0.72 0.72 re f 354.96 346.56 55.92 0.72 re f 410.88 346.56 0.72 0.72 re f 411.6 346.56 48.84 0.72 re f 460.44 346.56 0.72 0.72 re f 461.16 346.56 48.96 0.72 re f 510.12 346.56 0.72 0.72 re f 79.44 335.16 0.72 11.4 re f 191.16 335.16 0.72 11.4 re f 240.84 335.16 0.72 11.4 re f 297.48 335.16 0.72 11.4 re f 354.24 335.16 0.72 11.4 re f 410.88 335.16 0.72 11.4 re f 460.44 335.16 0.72 11.4 re f 510.12 335.16 0.72 11.4 re f BT 85.2 324.84 TD /F0 9.96 Tf -0.0147 Tc 0.0257 Tw (South Australia) Tj ET 79.44 334.44 0.72 0.72 re f 80.16 334.44 111 0.72 re f 191.16 334.44 0.72 0.72 re f 191.88 334.44 48.96 0.72 re f 240.84 334.44 0.72 0.72 re f 241.56 334.44 55.92 0.72 re f 297.48 334.44 0.72 0.72 re f 298.2 334.44 56.04 0.72 re f 354.24 334.44 0.72 0.72 re f 354.96 334.44 55.92 0.72 re f 410.88 334.44 0.72 0.72 re f 411.6 334.44 48.84 0.72 re f 460.44 334.44 0.72 0.72 re f 461.16 334.44 48.96 0.72 re f 510.12 334.44 0.72 0.72 re f 79.44 322.56 0.72 11.88 re f 191.16 322.56 0.72 11.88 re f 240.84 322.56 0.72 11.88 re f 297.48 322.56 0.72 11.88 re f 354.24 322.56 0.72 11.88 re f 410.88 322.56 0.72 11.88 re f 460.44 322.56 0.72 11.88 re f 510.12 322.56 0.72 11.88 re f BT 85.2 312.6 TD /F1 9.96 Tf -0.0089 Tc 0 Tw (Primary) Tj 122.88 0 TD -0.0518 Tc 0.023 Tw ( 9,475) Tj 70.68 0 TD -0.048 Tc 0 Tw (7.9) Tj 45.6 0 TD -0.0576 Tc 0.0288 Tw ( 449) Tj 67.8 0 TD -0.048 Tc 0 Tw (1.1) Tj 35.64 0 TD -0.0518 Tc 0.023 Tw ( 9,924) Tj 63.36 0 TD -0.048 Tc 0 Tw (6.2) Tj ET 79.44 321.84 0.72 0.72 re f 80.16 321.84 111 0.72 re f 191.16 321.84 0.72 0.72 re f 191.88 321.84 48.96 0.72 re f 240.84 321.84 0.72 0.72 re f 241.56 321.84 55.92 0.72 re f 297.48 321.84 0.72 0.72 re f 298.2 321.84 56.04 0.72 re f 354.24 321.84 0.72 0.72 re f 354.96 321.84 55.92 0.72 re f 410.88 321.84 0.72 0.72 re f 411.6 321.84 48.84 0.72 re f 460.44 321.84 0.72 0.72 re f 461.16 321.84 48.96 0.72 re f 510.12 321.84 0.72 0.72 re f 79.44 310.44 0.72 11.4 re f 191.16 310.44 0.72 11.4 re f 240.84 310.44 0.72 11.4 re f 297.48 310.44 0.72 11.4 re f 354.24 310.44 0.72 11.4 re f 410.88 310.44 0.72 11.4 re f 460.44 310.44 0.72 11.4 re f 510.12 310.44 0.72 11.4 re f BT 85.2 300.48 TD -0.0476 Tc (Secondary) Tj 122.88 0 TD -0.0518 Tc 0.023 Tw ( 4,171) Tj 70.68 0 TD -0.048 Tc 0 Tw (7.0) Tj 45.6 0 TD -0.0576 Tc 0.0288 Tw ( 0) Tj 75.48 0 TD 0.0732 Tc -0.102 Tw ( -) Tj 27.96 0 TD -0.0518 Tc 0.023 Tw ( 4,171) Tj 63.36 0 TD -0.048 Tc 0 Tw (4.8) Tj ET 79.44 309.72 0.72 0.72 re f 80.16 309.72 111 0.72 re f 191.16 309.72 0.72 0.72 re f 191.88 309.72 48.96 0.72 re f 240.84 309.72 0.72 0.72 re f 241.56 309.72 55.92 0.72 re f 297.48 309.72 0.72 0.72 re f 298.2 309.72 56.04 0.72 re f 354.24 309.72 0.72 0.72 re f 354.96 309.72 55.92 0.72 re f 410.88 309.72 0.72 0.72 re f 411.6 309.72 48.84 0.72 re f 460.44 309.72 0.72 0.72 re f 461.16 309.72 48.96 0.72 re f 510.12 309.72 0.72 0.72 re f 79.44 298.32 0.72 11.4 re f 191.16 298.32 0.72 11.4 re f 240.84 298.32 0.72 11.4 re f 297.48 298.32 0.72 11.4 re f 354.24 298.32 0.72 11.4 re f 410.88 298.32 0.72 11.4 re f 460.44 298.32 0.72 11.4 re f 510.12 298.32 0.72 11.4 re f BT 85.2 288.36 TD -0.0221 Tc (Total) Tj 120.12 0 TD -0.0528 Tc (13,646) Tj 73.44 0 TD -0.048 Tc (7.8) Tj 45.6 0 TD -0.0576 Tc 0.0288 Tw ( 449) Tj 67.8 0 TD -0.048 Tc 0 Tw (0.7) Tj 32.88 0 TD -0.0528 Tc (14,095) Tj 66.12 0 TD -0.048 Tc (5.7) Tj ET 79.44 297.6 0.72 0.72 re f 80.16 297.6 111 0.72 re f 191.16 297.6 0.72 0.72 re f 191.88 297.6 48.96 0.72 re f 240.84 297.6 0.72 0.72 re f 241.56 297.6 55.92 0.72 re f 297.48 297.6 0.72 0.72 re f 298.2 297.6 56.04 0.72 re f 354.24 297.6 0.72 0.72 re f 354.96 297.6 55.92 0.72 re f 410.88 297.6 0.72 0.72 re f 411.6 297.6 48.84 0.72 re f 460.44 297.6 0.72 0.72 re f 461.16 297.6 48.96 0.72 re f 510.12 297.6 0.72 0.72 re f 79.44 286.2 0.72 11.4 re f 191.16 286.2 0.72 11.4 re f 240.84 286.2 0.72 11.4 re f 297.48 286.2 0.72 11.4 re f 354.24 286.2 0.72 11.4 re f 410.88 286.2 0.72 11.4 re f 460.44 286.2 0.72 11.4 re f 510.12 286.2 0.72 11.4 re f BT 85.2 275.88 TD /F0 9.96 Tf -0.0169 Tc 0.028 Tw (Western Australia) Tj ET 79.44 285.48 0.72 0.72 re f 80.16 285.48 111 0.72 re f 191.16 285.48 0.72 0.72 re f 191.88 285.48 48.96 0.72 re f 240.84 285.48 0.72 0.72 re f 241.56 285.48 55.92 0.72 re f 297.48 285.48 0.72 0.72 re f 298.2 285.48 56.04 0.72 re f 354.24 285.48 0.72 0.72 re f 354.96 285.48 55.92 0.72 re f 410.88 285.48 0.72 0.72 re f 411.6 285.48 48.84 0.72 re f 460.44 285.48 0.72 0.72 re f 461.16 285.48 48.96 0.72 re f 510.12 285.48 0.72 0.72 re f 79.44 273.6 0.72 11.88 re f 191.16 273.6 0.72 11.88 re f 240.84 273.6 0.72 11.88 re f 297.48 273.6 0.72 11.88 re f 354.24 273.6 0.72 11.88 re f 410.88 273.6 0.72 11.88 re f 460.44 273.6 0.72 11.88 re f 510.12 273.6 0.72 11.88 re f BT 85.2 263.64 TD /F1 9.96 Tf -0.0089 Tc 0 Tw (Primary) Tj 120.12 0 TD -0.0528 Tc (14,609) Tj 67.92 0 TD -0.0504 Tc (10.0) Tj 51.12 0 TD -0.0518 Tc (1,589) Tj 67.8 0 TD -0.048 Tc (3.7) Tj 32.88 0 TD -0.0528 Tc (16,198) Tj 66.12 0 TD -0.048 Tc (8.6) Tj ET 79.44 272.88 0.72 0.72 re f 80.16 272.88 111 0.72 re f 191.16 272.88 0.72 0.72 re f 191.88 272.88 48.96 0.72 re f 240.84 272.88 0.72 0.72 re f 241.56 272.88 55.92 0.72 re f 297.48 272.88 0.72 0.72 re f 298.2 272.88 56.04 0.72 re f 354.24 272.88 0.72 0.72 re f 354.96 272.88 55.92 0.72 re f 410.88 272.88 0.72 0.72 re f 411.6 272.88 48.84 0.72 re f 460.44 272.88 0.72 0.72 re f 461.16 272.88 48.96 0.72 re f 510.12 272.88 0.72 0.72 re f 79.44 261.48 0.72 11.4 re f 191.16 261.48 0.72 11.4 re f 240.84 261.48 0.72 11.4 re f 297.48 261.48 0.72 11.4 re f 354.24 261.48 0.72 11.4 re f 410.88 261.48 0.72 11.4 re f 460.44 261.48 0.72 11.4 re f 510.12 261.48 0.72 11.4 re f BT 85.2 251.52 TD -0.0476 Tc (Secondary) Tj 122.88 0 TD -0.0518 Tc 0.023 Tw ( 6,184) Tj 70.68 0 TD -0.048 Tc 0 Tw (7.7) Tj 45.6 0 TD -0.0576 Tc 0.0288 Tw ( 444) Tj 67.8 0 TD -0.048 Tc 0 Tw (1.1) Tj 35.64 0 TD -0.0518 Tc 0.023 Tw ( 6,628) Tj 63.36 0 TD -0.048 Tc 0 Tw (5.6) Tj ET 79.44 260.76 0.72 0.72 re f 80.16 260.76 111 0.72 re f 191.16 260.76 0.72 0.72 re f 191.88 260.76 48.96 0.72 re f 240.84 260.76 0.72 0.72 re f 241.56 260.76 55.92 0.72 re f 297.48 260.76 0.72 0.72 re f 298.2 260.76 56.04 0.72 re f 354.24 260.76 0.72 0.72 re f 354.96 260.76 55.92 0.72 re f 410.88 260.76 0.72 0.72 re f 411.6 260.76 48.84 0.72 re f 460.44 260.76 0.72 0.72 re f 461.16 260.76 48.96 0.72 re f 510.12 260.76 0.72 0.72 re f 79.44 249.36 0.72 11.4 re f 191.16 249.36 0.72 11.4 re f 240.84 249.36 0.72 11.4 re f 297.48 249.36 0.72 11.4 re f 354.24 249.36 0.72 11.4 re f 410.88 249.36 0.72 11.4 re f 460.44 249.36 0.72 11.4 re f 510.12 249.36 0.72 11.4 re f BT 85.2 239.4 TD -0.0221 Tc (Total) Tj 120.12 0 TD -0.0528 Tc (20,793) Tj 73.44 0 TD -0.048 Tc (9.2) Tj 45.6 0 TD -0.0518 Tc (2,033) Tj 67.8 0 TD -0.048 Tc (2.5) Tj 32.88 0 TD -0.0528 Tc (22,826) Tj 66.12 0 TD -0.048 Tc (7.4) Tj ET 79.44 248.64 0.72 0.72 re f 80.16 248.64 111 0.72 re f 191.16 248.64 0.72 0.72 re f 191.88 248.64 48.96 0.72 re f 240.84 248.64 0.72 0.72 re f 241.56 248.64 55.92 0.72 re f 297.48 248.64 0.72 0.72 re f 298.2 248.64 56.04 0.72 re f 354.24 248.64 0.72 0.72 re f 354.96 248.64 55.92 0.72 re f 410.88 248.64 0.72 0.72 re f 411.6 248.64 48.84 0.72 re f 460.44 248.64 0.72 0.72 re f 461.16 248.64 48.96 0.72 re f 510.12 248.64 0.72 0.72 re f 79.44 237.24 0.72 11.4 re f 191.16 237.24 0.72 11.4 re f 240.84 237.24 0.72 11.4 re f 297.48 237.24 0.72 11.4 re f 354.24 237.24 0.72 11.4 re f 410.88 237.24 0.72 11.4 re f 460.44 237.24 0.72 11.4 re f 510.12 237.24 0.72 11.4 re f BT 85.2 226.92 TD /F0 9.96 Tf 0.0205 Tc (Tasmania) Tj ET 79.44 236.52 0.72 0.72 re f 80.16 236.52 111 0.72 re f 191.16 236.52 0.72 0.72 re f 191.88 236.52 48.96 0.72 re f 240.84 236.52 0.72 0.72 re f 241.56 236.52 55.92 0.72 re f 297.48 236.52 0.72 0.72 re f 298.2 236.52 56.04 0.72 re f 354.24 236.52 0.72 0.72 re f 354.96 236.52 55.92 0.72 re f 410.88 236.52 0.72 0.72 re f 411.6 236.52 48.84 0.72 re f 460.44 236.52 0.72 0.72 re f 461.16 236.52 48.96 0.72 re f 510.12 236.52 0.72 0.72 re f 79.44 224.64 0.72 11.88 re f 191.16 224.64 0.72 11.88 re f 240.84 224.64 0.72 11.88 re f 297.48 224.64 0.72 11.88 re f 354.24 224.64 0.72 11.88 re f 410.88 224.64 0.72 11.88 re f 460.44 224.64 0.72 11.88 re f 510.12 224.64 0.72 11.88 re f BT 85.2 214.68 TD /F1 9.96 Tf -0.0089 Tc (Primary) Tj 122.88 0 TD -0.0518 Tc 0.023 Tw ( 3,642) Tj 65.16 0 TD -0.0504 Tc 0 Tw (10.1) Tj 51.12 0 TD -0.0576 Tc 0.0288 Tw ( 253) Tj 67.8 0 TD -0.048 Tc 0 Tw (2.3) Tj 35.64 0 TD -0.0518 Tc 0.023 Tw ( 3,895) Tj 63.36 0 TD -0.048 Tc 0 Tw (8.3) Tj ET 79.44 223.92 0.72 0.72 re f 80.16 223.92 111 0.72 re f 191.16 223.92 0.72 0.72 re f 191.88 223.92 48.96 0.72 re f 240.84 223.92 0.72 0.72 re f 241.56 223.92 55.92 0.72 re f 297.48 223.92 0.72 0.72 re f 298.2 223.92 56.04 0.72 re f 354.24 223.92 0.72 0.72 re f 354.96 223.92 55.92 0.72 re f 410.88 223.92 0.72 0.72 re f 411.6 223.92 48.84 0.72 re f 460.44 223.92 0.72 0.72 re f 461.16 223.92 48.96 0.72 re f 510.12 223.92 0.72 0.72 re f 79.44 212.52 0.72 11.4 re f 191.16 212.52 0.72 11.4 re f 240.84 212.52 0.72 11.4 re f 297.48 212.52 0.72 11.4 re f 354.24 212.52 0.72 11.4 re f 410.88 212.52 0.72 11.4 re f 460.44 212.52 0.72 11.4 re f 510.12 212.52 0.72 11.4 re f BT 85.2 202.56 TD -0.0476 Tc (Secondary) Tj 122.88 0 TD -0.0518 Tc 0.023 Tw ( 1,914) Tj 70.68 0 TD -0.048 Tc 0 Tw (6.9) Tj 48.36 0 TD -0.0576 Tc 0.0288 Tw ( 0) Tj 69.96 0 TD 0.0732 Tc -0.102 Tw ( -) Tj 30.72 0 TD -0.0518 Tc 0.023 Tw ( 1,914) Tj 63.36 0 TD -0.048 Tc 0 Tw (5.0) Tj ET 79.44 211.8 0.72 0.72 re f 80.16 211.8 111 0.72 re f 191.16 211.8 0.72 0.72 re f 191.88 211.8 48.96 0.72 re f 240.84 211.8 0.72 0.72 re f 241.56 211.8 55.92 0.72 re f 297.48 211.8 0.72 0.72 re f 298.2 211.8 56.04 0.72 re f 354.24 211.8 0.72 0.72 re f 354.96 211.8 55.92 0.72 re f 410.88 211.8 0.72 0.72 re f 411.6 211.8 48.84 0.72 re f 460.44 211.8 0.72 0.72 re f 461.16 211.8 48.96 0.72 re f 510.12 211.8 0.72 0.72 re f 79.44 200.4 0.72 11.4 re f 191.16 200.4 0.72 11.4 re f 240.84 200.4 0.72 11.4 re f 297.48 200.4 0.72 11.4 re f 354.24 200.4 0.72 11.4 re f 410.88 200.4 0.72 11.4 re f 460.44 200.4 0.72 11.4 re f 510.12 200.4 0.72 11.4 re f BT 85.2 190.44 TD -0.0221 Tc (Total) Tj 122.88 0 TD -0.0518 Tc 0.023 Tw ( 5,556) Tj 70.68 0 TD -0.048 Tc 0 Tw (8.7) Tj 45.6 0 TD -0.0576 Tc 0.0288 Tw ( 253) Tj 67.8 0 TD -0.048 Tc 0 Tw (1.2) Tj 35.64 0 TD -0.0518 Tc 0.023 Tw ( 5,809) Tj 63.36 0 TD -0.048 Tc 0 Tw (6.8) Tj ET 79.44 199.68 0.72 0.72 re f 80.16 199.68 111 0.72 re f 191.16 199.68 0.72 0.72 re f 191.88 199.68 48.96 0.72 re f 240.84 199.68 0.72 0.72 re f 241.56 199.68 55.92 0.72 re f 297.48 199.68 0.72 0.72 re f 298.2 199.68 56.04 0.72 re f 354.24 199.68 0.72 0.72 re f 354.96 199.68 55.92 0.72 re f 410.88 199.68 0.72 0.72 re f 411.6 199.68 48.84 0.72 re f 460.44 199.68 0.72 0.72 re f 461.16 199.68 48.96 0.72 re f 510.12 199.68 0.72 0.72 re f 79.44 188.28 0.72 11.4 re f 191.16 188.28 0.72 11.4 re f 240.84 188.28 0.72 11.4 re f 297.48 188.28 0.72 11.4 re f 354.24 188.28 0.72 11.4 re f 410.88 188.28 0.72 11.4 re f 460.44 188.28 0.72 11.4 re f 510.12 188.28 0.72 11.4 re f BT 85.2 177.96 TD /F0 9.96 Tf 0.0025 Tc 0.0085 Tw (Northern Territory) Tj ET 79.44 187.56 0.72 0.72 re f 80.16 187.56 111 0.72 re f 191.16 187.56 0.72 0.72 re f 191.88 187.56 48.96 0.72 re f 240.84 187.56 0.72 0.72 re f 241.56 187.56 55.92 0.72 re f 297.48 187.56 0.72 0.72 re f 298.2 187.56 56.04 0.72 re f 354.24 187.56 0.72 0.72 re f 354.96 187.56 55.92 0.72 re f 410.88 187.56 0.72 0.72 re f 411.6 187.56 48.84 0.72 re f 460.44 187.56 0.72 0.72 re f 461.16 187.56 48.96 0.72 re f 510.12 187.56 0.72 0.72 re f 79.44 175.68 0.72 11.88 re f 191.16 175.68 0.72 11.88 re f 240.84 175.68 0.72 11.88 re f 297.48 175.68 0.72 11.88 re f 354.24 175.68 0.72 11.88 re f 410.88 175.68 0.72 11.88 re f 460.44 175.68 0.72 11.88 re f 510.12 175.68 0.72 11.88 re f BT 85.2 165.72 TD /F1 9.96 Tf -0.0089 Tc 0 Tw (Primary) Tj 122.88 0 TD -0.0518 Tc 0.023 Tw ( 8,808) Tj 65.16 0 TD -0.0504 Tc 0 Tw (43.6) Tj 51.12 0 TD -0.0576 Tc 0.0288 Tw ( 300) Tj 67.8 0 TD -0.048 Tc 0 Tw (6.1) Tj 35.64 0 TD -0.0518 Tc 0.023 Tw ( 9,108) Tj 57.84 0 TD -0.0504 Tc 0 Tw (36.3) Tj ET 79.44 174.96 0.72 0.72 re f 80.16 174.96 111 0.72 re f 191.16 174.96 0.72 0.72 re f 191.88 174.96 48.96 0.72 re f 240.84 174.96 0.72 0.72 re f 241.56 174.96 55.92 0.72 re f 297.48 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373.56 439.8 44.28 0.72 re f 417.84 439.8 0.72 0.72 re f 418.56 439.8 30.84 0.72 re f 449.4 439.8 0.72 0.72 re f 450.12 439.8 30.72 0.72 re f 480.84 439.8 0.72 0.72 re f 481.56 439.8 44.28 0.72 re f 525.84 439.8 0.72 0.72 re f 526.56 439.8 30.84 0.72 re f 557.4 439.8 0.72 0.72 re f 80.28 426.6 0.72 13.2 re f 111.84 426.6 0.72 13.2 re f 147.84 426.6 0.72 13.2 re f 192.84 426.6 0.72 13.2 re f 224.4 426.6 0.72 13.2 re f 260.4 426.6 0.72 13.2 re f 305.4 426.6 0.72 13.2 re f 336.84 426.6 0.72 13.2 re f 372.84 426.6 0.72 13.2 re f 417.84 426.6 0.72 13.2 re f 449.4 426.6 0.72 13.2 re f 480.84 426.6 0.72 13.2 re f 525.84 426.6 0.72 13.2 re f 557.4 426.6 0.72 13.2 re f BT 82.2 416.64 TD (96) Tj 31.56 0 TD (62) Tj 36 0 TD (72) Tj 45 0 TD (67) Tj 31.44 0 TD (55) Tj 36 0 TD (72) Tj 45 0 TD (63) Tj 31.56 0 TD (46) Tj 36 0 TD (65) Tj 45 0 TD (55) Tj 31.44 0 TD (59) Tj 31.56 0 TD (71) Tj 45 0 TD (65) Tj ET 80.28 425.88 0.72 0.72 re f 81 425.88 30.84 0.72 re f 111.84 425.88 0.72 0.72 re f 112.56 425.88 35.28 0.72 re f 147.84 425.88 0.72 0.72 re f 148.56 425.88 44.28 0.72 re f 192.84 425.88 0.72 0.72 re f 193.56 425.88 30.84 0.72 re f 224.4 425.88 0.72 0.72 re f 225.12 425.88 35.28 0.72 re f 260.4 425.88 0.72 0.72 re f 261.12 425.88 44.28 0.72 re f 305.4 425.88 0.72 0.72 re f 306.12 425.88 30.72 0.72 re f 336.84 425.88 0.72 0.72 re f 337.56 425.88 35.28 0.72 re f 372.84 425.88 0.72 0.72 re f 373.56 425.88 44.28 0.72 re f 417.84 425.88 0.72 0.72 re f 418.56 425.88 30.84 0.72 re f 449.4 425.88 0.72 0.72 re f 450.12 425.88 30.72 0.72 re f 480.84 425.88 0.72 0.72 re f 481.56 425.88 44.28 0.72 re f 525.84 425.88 0.72 0.72 re f 526.56 425.88 30.84 0.72 re f 557.4 425.88 0.72 0.72 re f 80.28 412.68 0.72 13.2 re f 111.84 412.68 0.72 13.2 re f 147.84 412.68 0.72 13.2 re f 192.84 412.68 0.72 13.2 re f 224.4 412.68 0.72 13.2 re f 260.4 412.68 0.72 13.2 re f 305.4 412.68 0.72 13.2 re f 336.84 412.68 0.72 13.2 re f 372.84 412.68 0.72 13.2 re f 417.84 412.68 0.72 13.2 re f 449.4 412.68 0.72 13.2 re f 480.84 412.68 0.72 13.2 re f 525.84 412.68 0.72 13.2 re f 557.4 412.68 0.72 13.2 re f BT 82.2 402.72 TD (97) Tj 31.56 0 TD (61) Tj 36 0 TD (71) Tj 45 0 TD (66) Tj 31.44 0 TD (54) Tj 36 0 TD (70) Tj 45 0 TD (62) Tj 31.56 0 TD (43) Tj 36 0 TD (62) Tj 45 0 TD (51) Tj 31.44 0 TD (58) Tj 31.56 0 TD (71) Tj 45 0 TD (64) Tj ET 80.28 411.96 0.72 0.72 re f 81 411.96 30.84 0.72 re f 111.84 411.96 0.72 0.72 re f 112.56 411.96 35.28 0.72 re f 147.84 411.96 0.72 0.72 re f 148.56 411.96 44.28 0.72 re f 192.84 411.96 0.72 0.72 re f 193.56 411.96 30.84 0.72 re f 224.4 411.96 0.72 0.72 re f 225.12 411.96 35.28 0.72 re f 260.4 411.96 0.72 0.72 re f 261.12 411.96 44.28 0.72 re f 305.4 411.96 0.72 0.72 re f 306.12 411.96 30.72 0.72 re f 336.84 411.96 0.72 0.72 re f 337.56 411.96 35.28 0.72 re f 372.84 411.96 0.72 0.72 re f 373.56 411.96 44.28 0.72 re f 417.84 411.96 0.72 0.72 re f 418.56 411.96 30.84 0.72 re f 449.4 411.96 0.72 0.72 re f 450.12 411.96 30.72 0.72 re f 480.84 411.96 0.72 0.72 re f 481.56 411.96 44.28 0.72 re f 525.84 411.96 0.72 0.72 re f 526.56 411.96 30.84 0.72 re f 557.4 411.96 0.72 0.72 re f 80.28 398.76 0.72 13.2 re f 111.84 398.76 0.72 13.2 re f 147.84 398.76 0.72 13.2 re f 192.84 398.76 0.72 13.2 re f 224.4 398.76 0.72 13.2 re f 260.4 398.76 0.72 13.2 re f 305.4 398.76 0.72 13.2 re f 336.84 398.76 0.72 13.2 re f 372.84 398.76 0.72 13.2 re f 417.84 398.76 0.72 13.2 re f 449.4 398.76 0.72 13.2 re f 480.84 398.76 0.72 13.2 re f 525.84 398.76 0.72 13.2 re f 557.4 398.76 0.72 13.2 re f BT 82.2 388.8 TD (98) Tj 31.56 0 TD (62) Tj 36 0 TD (73) Tj 45 0 TD (67) Tj 31.44 0 TD (55) Tj 36 0 TD (71) Tj 45 0 TD (63) Tj 31.56 0 TD (48) Tj 36 0 TD (61) Tj 45 0 TD (54) Tj 31.44 0 TD (60) Tj 31.56 0 TD (72) Tj 45 0 TD (66) Tj ET 80.28 398.04 0.72 0.72 re f 81 398.04 30.84 0.72 re f 111.84 398.04 0.72 0.72 re f 112.56 398.04 35.28 0.72 re f 147.84 398.04 0.72 0.72 re f 148.56 398.04 44.28 0.72 re f 192.84 398.04 0.72 0.72 re f 193.56 398.04 30.84 0.72 re f 224.4 398.04 0.72 0.72 re f 225.12 398.04 35.28 0.72 re f 260.4 398.04 0.72 0.72 re f 261.12 398.04 44.28 0.72 re f 305.4 398.04 0.72 0.72 re f 306.12 398.04 30.72 0.72 re f 336.84 398.04 0.72 0.72 re f 337.56 398.04 35.28 0.72 re f 372.84 398.04 0.72 0.72 re f 373.56 398.04 44.28 0.72 re f 417.84 398.04 0.72 0.72 re f 418.56 398.04 30.84 0.72 re f 449.4 398.04 0.72 0.72 re f 450.12 398.04 30.72 0.72 re f 480.84 398.04 0.72 0.72 re f 481.56 398.04 44.28 0.72 re f 525.84 398.04 0.72 0.72 re f 526.56 398.04 30.84 0.72 re f 557.4 398.04 0.72 0.72 re f 80.28 384.84 0.72 13.2 re f 80.28 384.12 0.72 0.72 re f 80.28 384.12 0.72 0.72 re f 81 384.12 30.84 0.72 re f 111.84 384.84 0.72 13.2 re f 111.84 384.12 0.72 0.72 re f 112.56 384.12 35.28 0.72 re f 147.84 384.84 0.72 13.2 re f 147.84 384.12 0.72 0.72 re f 148.56 384.12 44.28 0.72 re f 192.84 384.84 0.72 13.2 re f 192.84 384.12 0.72 0.72 re f 193.56 384.12 30.84 0.72 re f 224.4 384.84 0.72 13.2 re f 224.4 384.12 0.72 0.72 re f 225.12 384.12 35.28 0.72 re f 260.4 384.84 0.72 13.2 re f 260.4 384.12 0.72 0.72 re f 261.12 384.12 44.28 0.72 re f 305.4 384.84 0.72 13.2 re f 305.4 384.12 0.72 0.72 re f 306.12 384.12 30.72 0.72 re f 336.84 384.84 0.72 13.2 re f 336.84 384.12 0.72 0.72 re f 337.56 384.12 35.28 0.72 re f 372.84 384.84 0.72 13.2 re f 372.84 384.12 0.72 0.72 re f 373.56 384.12 44.28 0.72 re f 417.84 384.84 0.72 13.2 re f 417.84 384.12 0.72 0.72 re f 418.56 384.12 30.84 0.72 re f 449.4 384.84 0.72 13.2 re f 449.4 384.12 0.72 0.72 re f 450.12 384.12 30.72 0.72 re f 480.84 384.84 0.72 13.2 re f 480.84 384.12 0.72 0.72 re f 481.56 384.12 44.28 0.72 re f 525.84 384.84 0.72 13.2 re f 525.84 384.12 0.72 0.72 re f 526.56 384.12 30.84 0.72 re f 557.4 384.84 0.72 13.2 re f 557.4 384.12 0.72 0.72 re f 557.4 384.12 0.72 0.72 re f BT 85.2 361.08 TD -0.0211 Tc -0.0077 Tw (Source: DETYA submission, Schedule 5.) Tj 0 -27.48 TD /F0 12 Tf 0.0088 Tc 0.0392 Tw (School attendance of 16 year olds, top and bottom 5 regions) Tj T* /F0 9.96 Tf 0.0273 Tc -0.0162 Tw (Top 5 regions) Tj 185.4 0 TD 0.0169 Tc -0.0059 Tw (Bottom 5 regions) Tj ET 79.44 315.72 0.72 0.72 re f 79.44 315.72 0.72 0.72 re f 80.16 315.72 184.68 0.72 re f 264.84 315.72 0.72 0.72 re f 265.56 315.72 224.28 0.72 re f 489.84 315.72 0.72 0.72 re f 489.84 315.72 0.72 0.72 re f 79.44 303.84 0.72 11.88 re f 264.84 303.84 0.72 11.88 re f 489.84 303.84 0.72 11.88 re f BT 85.2 293.88 TD /F1 9.96 Tf 0.009 Tc 0 Tw (Mosman) Tj 86.4 0 TD 0.0184 Tc (NSW) Tj 45 0 TD -0.0372 Tc (97.3%) Tj 54 0 TD -0.0313 Tc (Kimberley) Tj 124.8 0 TD 0.0132 Tc (WA) Tj 46.2 0 TD -0.0372 Tc (40.4%) Tj ET 79.44 303.12 0.72 0.72 re f 80.16 303.12 85.68 0.72 re f 165.84 303.12 0.72 0.72 re f 166.56 303.12 44.28 0.72 re f 210.84 303.12 0.72 0.72 re f 211.56 303.12 53.28 0.72 re f 264.84 303.12 0.72 0.72 re f 265.56 303.12 124.08 0.72 re f 389.64 303.12 0.72 0.72 re f 390.36 303.12 45.48 0.72 re f 435.84 303.12 0.72 0.72 re f 436.56 303.12 53.28 0.72 re f 489.84 303.12 0.72 0.72 re f 79.44 291.72 0.72 11.4 re f 165.84 291.72 0.72 11.4 re f 210.84 291.72 0.72 11.4 re f 264.84 291.72 0.72 11.4 re f 389.64 291.72 0.72 11.4 re f 435.84 291.72 0.72 11.4 re f 489.84 291.72 0.72 11.4 re f BT 85.2 281.76 TD -0 Tc (Ku-ring-gai) Tj 86.4 0 TD 0.0184 Tc (NSW) Tj 45 0 TD -0.0372 Tc (97.3%) Tj 54 0 TD -0.0396 Tc (Southern) Tj 124.8 0 TD -0.0272 Tc (TAS) Tj 46.2 0 TD -0.0372 Tc (46.9%) Tj ET 79.44 291 0.72 0.72 re f 80.16 291 85.68 0.72 re f 165.84 291 0.72 0.72 re f 166.56 291 44.28 0.72 re f 210.84 291 0.72 0.72 re f 211.56 291 53.28 0.72 re f 264.84 291 0.72 0.72 re f 265.56 291 124.08 0.72 re f 389.64 291 0.72 0.72 re f 390.36 291 45.48 0.72 re f 435.84 291 0.72 0.72 re f 436.56 291 53.28 0.72 re f 489.84 291 0.72 0.72 re f 79.44 279.6 0.72 11.4 re f 165.84 279.6 0.72 11.4 re f 210.84 279.6 0.72 11.4 re f 264.84 279.6 0.72 11.4 re f 389.64 279.6 0.72 11.4 re f 435.84 279.6 0.72 11.4 re f 489.84 279.6 0.72 11.4 re f BT 85.2 269.64 TD -0.0029 Tc (Camberwell) Tj 86.4 0 TD -0.0244 Tc (VIC) Tj 45 0 TD -0.0372 Tc (96.7%) Tj 54 0 TD -0.0395 Tc (Mersey-Lyell) Tj 124.8 0 TD -0.0272 Tc (TAS) Tj 46.2 0 TD -0.0372 Tc (48.3%) Tj ET 79.44 278.88 0.72 0.72 re f 80.16 278.88 85.68 0.72 re f 165.84 278.88 0.72 0.72 re f 166.56 278.88 44.28 0.72 re f 210.84 278.88 0.72 0.72 re f 211.56 278.88 53.28 0.72 re f 264.84 278.88 0.72 0.72 re f 265.56 278.88 124.08 0.72 re f 389.64 278.88 0.72 0.72 re f 390.36 278.88 45.48 0.72 re f 435.84 278.88 0.72 0.72 re f 436.56 278.88 53.28 0.72 re f 489.84 278.88 0.72 0.72 re f 79.44 267.48 0.72 11.4 re f 165.84 267.48 0.72 11.4 re f 210.84 267.48 0.72 11.4 re f 264.84 267.48 0.72 11.4 re f 389.64 267.48 0.72 11.4 re f 435.84 267.48 0.72 11.4 re f 489.84 267.48 0.72 11.4 re f BT 85.2 257.52 TD -0.0239 Tc (Brighton) Tj 86.4 0 TD -0.0244 Tc (VIC) Tj 45 0 TD -0.0372 Tc (96.5%) Tj 54 0 TD -0.0306 Tc 0.0018 Tw (Balance \(ie outside) Tj 0 -11.4 TD 0.0053 Tc 0 Tw (Darwin\)) Tj 124.8 11.4 TD 0.0468 Tc (NT) Tj 46.2 0 TD -0.0372 Tc (51.1%) Tj ET 79.44 266.76 0.72 0.72 re f 80.16 266.76 85.68 0.72 re f 165.84 266.76 0.72 0.72 re f 166.56 266.76 44.28 0.72 re f 210.84 266.76 0.72 0.72 re f 211.56 266.76 53.28 0.72 re f 264.84 266.76 0.72 0.72 re f 265.56 266.76 124.08 0.72 re f 389.64 266.76 0.72 0.72 re f 390.36 266.76 45.48 0.72 re f 435.84 266.76 0.72 0.72 re f 436.56 266.76 53.28 0.72 re f 489.84 266.76 0.72 0.72 re f 79.44 243.96 0.72 22.8 re f 165.84 243.96 0.72 22.8 re f 210.84 243.96 0.72 22.8 re f 264.84 243.96 0.72 22.8 re f 389.64 243.96 0.72 22.8 re f 435.84 243.96 0.72 22.8 re f 489.84 243.96 0.72 22.8 re f BT 85.2 234 TD -0.0197 Tc (Woollahra) Tj 86.4 0 TD 0.0184 Tc (NSW) Tj 45 0 TD -0.0372 Tc (96.1%) Tj 54 0 TD -0.0266 Tc -0.0022 Tw (South West and Central) Tj 0 -11.4 TD 0.0183 Tc 0 Tw (West) Tj 124.8 11.4 TD 0.0008 Tc (QLD) Tj 46.2 0 TD -0.0372 Tc (52.6%) Tj ET 79.44 243.24 0.72 0.72 re f 80.16 243.24 85.68 0.72 re f 165.84 243.24 0.72 0.72 re f 166.56 243.24 44.28 0.72 re f 210.84 243.24 0.72 0.72 re f 211.56 243.24 53.28 0.72 re f 264.84 243.24 0.72 0.72 re f 265.56 243.24 124.08 0.72 re f 389.64 243.24 0.72 0.72 re f 390.36 243.24 45.48 0.72 re f 435.84 243.24 0.72 0.72 re f 436.56 243.24 53.28 0.72 re f 489.84 243.24 0.72 0.72 re f 79.44 220.44 0.72 22.8 re f 165.84 220.44 0.72 22.8 re f 210.84 220.44 0.72 22.8 re f 264.84 220.44 0.72 22.8 re f 389.64 220.44 0.72 22.8 re f 435.84 220.44 0.72 22.8 re f 489.84 220.44 0.72 22.8 re f BT 85.2 210.48 TD -0.0227 Tc (Australia) Tj 131.4 0 TD -0.0372 Tc (80.2%) Tj 54 0 TD -0.0227 Tc (Australia) Tj 171 0 TD -0.0372 Tc (80.2%) Tj ET 79.44 219.72 0.72 0.72 re f 80.16 219.72 85.68 0.72 re f 165.84 219.72 0.72 0.72 re f 166.56 219.72 44.28 0.72 re f 210.84 219.72 0.72 0.72 re f 211.56 219.72 53.28 0.72 re f 264.84 219.72 0.72 0.72 re f 265.56 219.72 124.08 0.72 re f 389.64 219.72 0.72 0.72 re f 390.36 219.72 45.48 0.72 re f 435.84 219.72 0.72 0.72 re f 436.56 219.72 53.28 0.72 re f 489.84 219.72 0.72 0.72 re f 79.44 208.32 0.72 11.4 re f 79.44 207.6 0.72 0.72 re f 79.44 207.6 0.72 0.72 re f 80.16 207.6 130.68 0.72 re f 210.84 208.32 0.72 11.4 re f 210.84 207.6 0.72 0.72 re f 211.56 207.6 53.28 0.72 re f 264.84 208.32 0.72 11.4 re f 264.84 207.6 0.72 0.72 re f 265.56 207.6 170.28 0.72 re f 435.84 208.32 0.72 11.4 re f 435.84 207.6 0.72 0.72 re f 436.56 207.6 53.28 0.72 re f 489.84 208.32 0.72 11.4 re f 489.84 207.6 0.72 0.72 re f 489.84 207.6 0.72 0.72 re f BT 85.2 182.64 TD -0.0423 Tc 0.0135 Tw (Source: ABS 1996) Tj 81.72 0 TD /F1 12 Tf 0 Tc 0 Tw (.) Tj -81.72 -27.6 TD (In Tasmania, the inquiry was told) Tj 18 -27.6 TD /F2 12 Tf 0.03 Tc 0.006 Tw ([T]he retention rates in many rural areas are disappointingly low. The) Tj 0 -13.92 TD 0.0277 Tc 0.0083 Tw (main reason is undoubtedly the requirement for many students in these) Tj T* 0.0272 Tc 0.0088 Tw (regions to have to travel long distances or board away from home, in) Tj T* 0.0321 Tc 0.0039 Tw (order to attend a secondary college.) Tj ET endstream endobj 39 0 obj 18474 endobj 37 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 38 0 R >> endobj 41 0 obj << /Length 42 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 147.6 -758.16 TD -0.0576 Tc 0 Tw (9) Tj -191.76 707.4 TD /F2 12 Tf 0.0317 Tc 0.0043 Tw (A report of a community consultation with young people, government,) Tj 0 -13.92 TD 0.024 Tc 0.012 Tw (youth and community organisations in rural and isolated communities) Tj T* 0.0463 Tc -0.0103 Tw (prepared for the Office of Youth Affairs in 1998 identified the following) Tj T* 0.0331 Tc 0.0029 Tw (issues and needs related to poor retention rates:) Tj T* 0.0199 Tc 0.0161 Tw (Reduced access to educational resources) Tj T* 0.0416 Tc -0.0056 Tw (Lack of information about education and training options) Tj T* 0.0236 Tc 0.0124 Tw (Lack of access to vocational training) Tj T* 0.0431 Tc -0.0071 Tw (The need to be able to access higher education on the Internet) Tj T* 0.0214 Tc 0.0146 Tw (The need for more opportunity to meet other students from remote areas) Tj T* 0.0304 Tc 0.0056 Tw (Reduced motivation) Tj T* 0.0287 Tc 0.0073 Tw (Transport difficulties and the long travelling distances to schools) Tj T* 0.0219 Tc 0.0141 Tw (The lack of relevance of schooling to every-day living) Tj T* 0.0346 Tc 0.0014 Tw (The need for school to prepare young people for work) Tj 286.92 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Tasmanian) Tj -286.92 -13.92 TD (Department of Education submission, pages 16 and 17\).) Tj -18 -27.6 TD (In Victoria in 1999 the retention rate from Years 7 to 12 in metropolitan regions) Tj 0 -13.8 TD (was 81.5% compared to 67.9% in the non-metropolitan regions. The highest) Tj T* (retention rate was recorded in the Southern metropolitan region at 84.6% and) Tj T* (the lowest rate was in the Gippsland region at 64.4% \(Victorian Department of) Tj T* (Education, Employment and Training submission, pages 5-9\).) Tj 0 -27.84 TD /F4 12 Tf (School performance) Tj 0 -27.6 TD /F1 12 Tf (On average the school performance of country students lags somewhat behind) Tj 0 -13.8 TD (that of urban students. For example, the Tasmanian Education Department) Tj T* (analysed the reading performance of Year 3 students according to their) Tj T* (distance from the nearest urban centre. The results are set out in the following) Tj T* (table.) Tj 0 -27.96 TD /F0 12 Tf -0.0062 Tc 0.0542 Tw (Analysis of reading performance by distance-from-centre) Tj 0 -14.16 TD 0.0055 Tc 0.0425 Tw (\(Year 3, 1998 Literacy Monitoring Program\)) Tj 5.4 -26.76 TD /F0 9.96 Tf -0.0019 Tc 0.0129 Tw (Distance category \(km) Tj 0 -11.88 TD 0.0064 Tc 0.0046 Tw (from nearest urban) Tj T* 0.0048 Tc 0 Tw (centre\)) Tj 126 23.76 TD 0.0161 Tc -0.0051 Tw (Number of) Tj 0 -11.88 TD 0.0208 Tc 0 Tw (students) Tj 81 11.88 TD 0.027 Tc -0.0159 Tw (Mean reading) Tj 0 -11.88 TD 0.0037 Tc 0.0073 Tw (performance \(max) Tj T* 0 Tc 0.0109 Tw (possible score =) Tj T* 0.0026 Tc 0 Tw (26\)) Tj ET 84.84 312.24 0.72 0.72 re f 84.84 312.24 0.72 0.72 re f 85.56 312.24 125.28 0.72 re f 210.84 312.24 0.72 0.72 re f 211.56 312.24 80.28 0.72 re f 291.84 312.24 0.72 0.72 re f 292.56 312.24 98.28 0.72 re f 390.84 312.24 0.72 0.72 re f 390.84 312.24 0.72 0.72 re f 84.84 264.72 0.72 47.52 re f 210.84 264.72 0.72 47.52 re f 291.84 264.72 0.72 47.52 re f 390.84 264.72 0.72 47.52 re f BT 90.6 254.76 TD /F1 9.96 Tf -0.0494 Tc 0.0206 Tw (0 to 20.0) Tj 148.68 0 TD -0.0518 Tc 0 Tw (3,353) Tj 92.76 0 TD -0.0504 Tc (18.3) Tj ET 84.84 264 0.72 0.72 re f 85.56 264 125.28 0.72 re f 210.84 264 0.72 0.72 re f 211.56 264 80.28 0.72 re f 291.84 264 0.72 0.72 re f 292.56 264 98.28 0.72 re f 390.84 264 0.72 0.72 re f 84.84 252.6 0.72 11.4 re f 210.84 252.6 0.72 11.4 re f 291.84 252.6 0.72 11.4 re f 390.84 252.6 0.72 11.4 re f BT 90.6 242.64 TD -0.049 Tc 0.0202 Tw (20.1 to 40.0) Tj 151.44 0 TD -0.0576 Tc 0.0288 Tw ( 946) Tj 90 0 TD -0.0504 Tc 0 Tw (17.6) Tj ET 84.84 251.88 0.72 0.72 re f 85.56 251.88 125.28 0.72 re f 210.84 251.88 0.72 0.72 re f 211.56 251.88 80.28 0.72 re f 291.84 251.88 0.72 0.72 re f 292.56 251.88 98.28 0.72 re f 390.84 251.88 0.72 0.72 re f 84.84 240.48 0.72 11.4 re f 210.84 240.48 0.72 11.4 re f 291.84 240.48 0.72 11.4 re f 390.84 240.48 0.72 11.4 re f BT 90.6 230.52 TD -0.049 Tc 0.0202 Tw (40.1 to 60.0) Tj 151.44 0 TD -0.0576 Tc 0.0288 Tw ( 274) Tj 90 0 TD -0.0504 Tc 0 Tw (17.9) Tj ET 84.84 239.76 0.72 0.72 re f 85.56 239.76 125.28 0.72 re f 210.84 239.76 0.72 0.72 re f 211.56 239.76 80.28 0.72 re f 291.84 239.76 0.72 0.72 re f 292.56 239.76 98.28 0.72 re f 390.84 239.76 0.72 0.72 re f 84.84 228.36 0.72 11.4 re f 210.84 228.36 0.72 11.4 re f 291.84 228.36 0.72 11.4 re f 390.84 228.36 0.72 11.4 re f BT 90.6 218.4 TD -0.049 Tc 0.0202 Tw (60.1 to 80.0) Tj 151.44 0 TD -0.0576 Tc 0.0288 Tw ( 175) Tj 90 0 TD -0.0504 Tc 0 Tw (16.7) Tj ET 84.84 227.64 0.72 0.72 re f 85.56 227.64 125.28 0.72 re f 210.84 227.64 0.72 0.72 re f 211.56 227.64 80.28 0.72 re f 291.84 227.64 0.72 0.72 re f 292.56 227.64 98.28 0.72 re f 390.84 227.64 0.72 0.72 re f 84.84 216.24 0.72 11.4 re f 210.84 216.24 0.72 11.4 re f 291.84 216.24 0.72 11.4 re f 390.84 216.24 0.72 11.4 re f BT 90.6 206.28 TD -0.0497 Tc 0.0209 Tw (80.1 to 100.0) Tj 151.44 0 TD -0.0576 Tc 0.0288 Tw ( 135) Tj 90 0 TD -0.0504 Tc 0 Tw (17.2) Tj ET 84.84 215.52 0.72 0.72 re f 85.56 215.52 125.28 0.72 re f 210.84 215.52 0.72 0.72 re f 211.56 215.52 80.28 0.72 re f 291.84 215.52 0.72 0.72 re f 292.56 215.52 98.28 0.72 re f 390.84 215.52 0.72 0.72 re f 84.84 204.12 0.72 11.4 re f 210.84 204.12 0.72 11.4 re f 291.84 204.12 0.72 11.4 re f 390.84 204.12 0.72 11.4 re f BT 90.6 194.16 TD -0.0474 Tc 0.0186 Tw (> 100) Tj 151.44 0 TD -0.0576 Tc 0.0288 Tw ( 267) Tj 90 0 TD -0.0504 Tc 0 Tw (17.8) Tj ET 84.84 203.4 0.72 0.72 re f 85.56 203.4 125.28 0.72 re f 210.84 203.4 0.72 0.72 re f 211.56 203.4 80.28 0.72 re f 291.84 203.4 0.72 0.72 re f 292.56 203.4 98.28 0.72 re f 390.84 203.4 0.72 0.72 re f 84.84 192 0.72 11.4 re f 210.84 192 0.72 11.4 re f 291.84 192 0.72 11.4 re f 390.84 192 0.72 11.4 re f BT 90.6 182.04 TD -0.0492 Tc (State) Tj 148.68 0 TD -0.0518 Tc (5,150) Tj 92.76 0 TD -0.0504 Tc (18.0) Tj ET 84.84 191.28 0.72 0.72 re f 85.56 191.28 125.28 0.72 re f 210.84 191.28 0.72 0.72 re f 211.56 191.28 80.28 0.72 re f 291.84 191.28 0.72 0.72 re f 292.56 191.28 98.28 0.72 re f 390.84 191.28 0.72 0.72 re f 84.84 179.88 0.72 11.4 re f 84.84 179.16 0.72 0.72 re f 84.84 179.16 0.72 0.72 re f 85.56 179.16 125.28 0.72 re f 210.84 179.88 0.72 11.4 re f 210.84 179.16 0.72 0.72 re f 211.56 179.16 80.28 0.72 re f 291.84 179.88 0.72 11.4 re f 291.84 179.16 0.72 0.72 re f 292.56 179.16 98.28 0.72 re f 390.84 179.88 0.72 11.4 re f 390.84 179.16 0.72 0.72 re f 390.84 179.16 0.72 0.72 re f BT 85.2 156.12 TD -0.0178 Tc -0.011 Tw (Source: Tasmanian Education Department submission, page 9. Note that the submission points) Tj 0 -11.4 TD -0.0364 Tc 0.0076 Tw (out that, based on these data, "there did not appear to be any pattern of increasing or) Tj T* -0.0095 Tc -0.0193 Tw (decreasing reading performance with increasing distance-from-centre category.") Tj 0 -24.72 TD /F1 12 Tf 0 Tc 0 Tw (On the other hand, the inquiry was told of some excellent results from very) Tj 0 -13.8 TD (isolated and small rural schools.) Tj ET endstream endobj 42 0 obj 7340 endobj 40 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 41 0 R >> endobj 44 0 obj << /Length 45 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (10) Tj -189 721.32 TD /F2 12 Tf 0.0493 Tc -0.0133 Tw (In 1996 and again in 1998 this school, Bourke High School, had two) Tj 0 -13.92 TD 0.0321 Tc 0.0039 Tw (students in the top 10% of the State as far as their tertiary entrance rate) Tj T* 0.0399 Tc -0.0039 Tw (for the University Admission Index went. In 1996, 1997 and 1998 all the) Tj T* 0.0468 Tc -0.0108 Tw (students who finished Year 12 of this school who wanted to go to) Tj T* 0.0317 Tc 0.0043 Tw (university got an offer of a place in the course that they were after) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(Michael Chapman, Principal of Bourke High School, Bourke NSW) Tj 0 -13.8 TD (hearing\).) Tj -18 -27.84 TD /F4 12 Tf (Tertiary participation) Tj 0 -27.6 TD /F1 12 Tf (Although they are around one-third of school students, rural and remote) Tj 0 -13.8 TD (students constitute only about 17% of tertiary students in Australia \(DETYA) Tj T* (submission, page 16\). Nevertheless, the number engaging in tertiary education) Tj T* (now \(approximately 119,000\) is substantially higher than in 1990 \(approximately) Tj T* (40,000\).) Tj ET endstream endobj 45 0 obj 1292 endobj 43 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 44 0 R >> endobj 47 0 obj << /Length 48 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (11) Tj -207 717.24 TD /F0 15.96 Tf 0.0206 Tc (3.) Tj 36 0 TD -0.0369 Tc 0.0719 Tw (Availability and accessibility of schools) Tj -36 -30.24 TD /F2 12 Tf 0.0384 Tc -0.0024 Tw (States Parties recognize the right of the child to education and ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0336 Tc 0.0024 Tw (shall ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj -0.032 Tc 0 Tw (\(a\)) Tj ET 79.08 737.64 0.72 0.72 re f 79.08 737.64 0.72 0.72 re f 79.8 737.64 435.96 0.72 re f 515.76 737.64 0.72 0.72 re f 515.76 737.64 0.72 0.72 re f 79.08 722.76 0.72 14.88 re f 515.76 722.76 0.72 14.88 re f BT 85.2 711.6 TD 0.0224 Tc 0.0136 Tw (make primary education compulsory and available free to all [and] \(b\)) Tj ET 79.08 708.84 0.72 13.92 re f 515.76 708.84 0.72 13.92 re f BT 85.2 697.68 TD 0.0308 Tc 0.0052 Tw (encourage the development of different forms of secondary education,) Tj ET 79.08 694.92 0.72 13.92 re f 515.76 694.92 0.72 13.92 re f BT 85.2 683.76 TD 0.0413 Tc -0.0053 Tw (including general and vocational education, make them available and) Tj ET 79.08 681 0.72 13.92 re f 515.76 681 0.72 13.92 re f BT 85.2 669.84 TD 0.0131 Tc 0.0229 Tw (accessible to every child ) Tj 5.064 Tc 0 Tw (\205) Tj 145.8 0 TD /F1 12 Tf 0 Tc ( \() Tj 7.32 0 TD /F2 12 Tf 0.0445 Tc -0.0085 Tw (Convention on the Rights of the Child) Tj 199.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( article 28.1\).) 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A) Tj T* (remote community of fewer than 1,000 people is unlikely to be provided with a) Tj T* (secondary school. Some ) Tj -4.32 Tc (\221) Tj 0 Tc (primary) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (schools extend their provision beyond Year 6) Tj T* (or Year 7 to Year 8 or 9 and sometimes to Year 10. Secondary provision to) Tj T* (Year 12 is almost non-existent in remote communities.) Tj 0 -27.6 TD (YRC survey respondents identified three key issues affecting access to) Tj 0 -13.8 TD (education: cost, transport and income support \(Survey Report page 18\).) Tj T* (Generally the survey found that appropriate education exists for students) Tj T* (across all geographic and population groups but that ) Tj -4.32 Tc (\221) Tj 0 Tc (the inherent costs and) Tj T* (time involved in gaining access to these resources constrain access, and) Tj T* (impact on the quality of the education ultimately delivered) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (\(page 22\).) Tj 0 -29.88 TD /F0 14.04 Tf 0.0331 Tc (Earl) Tj -0.0366 Tc 0.1216 Tw (y childhood education) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (Early childhood education is increasingly recognised as a key to successful) Tj 0 -13.8 TD (education outcomes.) Tj 18 -27.6 TD /F2 12 Tf 0.0304 Tc 0.0056 Tw (What the latest research is showing is that the environment that) Tj 0 -13.92 TD 0.0201 Tc 0.0159 Tw (surrounds children from birth to five years has more to do with their long-) Tj T* 0.0272 Tc 0.0088 Tw (term health and also their academic success than anything else that) Tj T* 0.0237 Tc 0.0123 Tw (happens to them in later years. For this reason it) Tj -4.536 Tc 0 Tw (\222) Tj 0.0184 Tc 0.0176 Tw (s imperative that) Tj T* 0.0286 Tc 0.0074 Tw (children receive the best care and education in these early years. So) Tj T* 0.023 Tc 0.013 Tw (early education programs need to be family-focused, culturally relevant) Tj T* 0.0283 Tc 0.0077 Tw (and developmentally appropriate and by investing resources in families) Tj T* 0.0205 Tc 0.0155 Tw (and appropriate early-education programs in the early formative years) Tj T* 0.0276 Tc 0.0084 Tw (the government can actually save millions of dollars on later intervention) Tj T* 0.0059 Tc 0.0301 Tw (programs that in many cases have limited success ) Tj 271.92 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Sister Mary Vadja,) Tj -271.92 -13.92 TD (Notre Dame University, Broome WA hearing\).) Tj ET endstream endobj 48 0 obj 5208 endobj 46 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 15 0 R >> /ProcSet 2 0 R >> /Contents 47 0 R >> endobj 50 0 obj << /Length 51 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (12) Tj -207 721.32 TD /F1 12 Tf 0 Tc (This is particularly true for children from minority cultures.) Tj 18 -27.6 TD /F2 12 Tf 0.0352 Tc 0.0008 Tw (At Toomelah there) Tj -4.536 Tc 0 Tw (\222) Tj 0.028 Tc 0.008 Tw (s a big difference because of the pre-school. They) Tj 0 -13.92 TD 0.0269 Tc 0.0091 Tw (know their numbers, how to count, their colours, everything. It) Tj -4.536 Tc 0 Tw (\222) Tj 0.0327 Tc 0.0033 Tw (s definitely) Tj T* 0.06 Tc -0.024 Tw (needed. It) Tj -4.536 Tc 0 Tw (\222) Tj 0.0208 Tc 0.0152 Tw (ll bring literacy and numeracy levels up ) Tj 266.76 0 TD /F1 12 Tf 0 Tc 0 Tw (\(meeting with) Tj -266.76 -13.92 TD (Boggabilla ASSPA representatives in Moree NSW\).) Tj -18 -27.6 TD (Early childhood and pre-school education are not compulsory in Australia. ) Tj 396.24 0 TD (State) Tj -396.24 -13.8 TD (and Territory governments are yet to provide early childhood education for all) Tj 0 -13.8 TD (Australian children and i) Tj 128.52 0 TD (n many rural and remote regions of Australia there is) Tj -128.52 -13.8 TD (no provision.) Tj 18 -27.6 TD /F2 12 Tf 0.0218 Tc 0.0142 Tw (Our bilateral agreements are trying to tackle that [pre-school provision],) Tj 0 -13.92 TD 0.0225 Tc 0.0135 Tw (to get them [state and territory governments] to ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0455 Tc -0.0095 Tw (identify what level of) Tj T* 0.0306 Tc 0.0054 Tw (need there is in terms of pre-school education and where there aren't) Tj T* 0.0289 Tc 0.0071 Tw (pre-school education provisions, and plan to try and address that ) Tj 349.08 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Peter) Tj -349.08 -13.92 TD (Buckskin, Assistant Secretary, Indigenous Education, DETYA, Canberra) Tj 0 -13.8 TD (hearing\).) Tj -18 -25.2 TD (In the Northern Territory, for example, the Department of Education operates) Tj 0 -13.8 TD (97 pre-school education programs, 49 of them in Aboriginal communities.) Tj T* (However, according to the NT Indigenous Education Council the availability and) Tj T* (accessibility of early childhood education for families living on NT homelands) Tj T* (such as Yambah is extremely limited. In many of the homelands early childhood) Tj T* (development programs are non-existent. This has a dramatic impact on English) Tj T* (language learning for homeland children \(Beverley Angeles, Indigenous) Tj T* (Education Council, Darwin hearing\).) Tj 0 -29.88 TD /F0 14.04 Tf 0.0269 Tc (Primar) Tj -0.0692 Tc 0.1541 Tw (y schools) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (In rural towns and some remote communities primary education is provided in) Tj 0 -13.8 TD (small local schools. A relatively small proportion of Australian children cannot) Tj T* (access a local primary school. They include some Indigenous children on) Tj T* (remote communities and some children living on pastoral stations. Distance) Tj T* (education at primary level is intended to meet the needs of these children. A) Tj T* (small number of isolated children relocate to boarding school for the primary) Tj T* (years when the family is unable to provide distance education support at home) Tj T* (\(ICPA Australia submission, page 3\).) Tj 0 -27.6 TD (However, some Aboriginal children, notably those living in small ) Tj -4.32 Tc (\221) Tj 0 Tc (homeland) Tj -4.32 Tc (\222) Tj 0 -13.8 TD 0 Tc (communities in the Northern Territory and Queensland, are unable to access) Tj T* (primary schooling of any kind.) Tj 18 -27.6 TD /F2 12 Tf 0.0324 Tc 0.0036 Tw (Of the twenty three \(23\) homelands in the region, only eight \(8\) are) Tj 0 -13.92 TD 0.0217 Tc 0.0143 Tw (judged as eligible for support from the Northern Territory Government. A) Tj T* 0.0226 Tc 0.0134 Tw (number of other homelands have previously trialed schooling programs,) Tj T* 0.0351 Tc 0.0009 Tw (but due to attendance figures that the bureaucracy regarded as) Tj T* 0.0257 Tc 0.0103 Tw (unsatisfactory or 'uneconomical', these trials have not been approved.) Tj T* 0.0388 Tc -0.0028 Tw (However, it should be noted, school age children continue to reside in) Tj T* 0.0208 Tc 0.0152 Tw (their communities without access to schooling. One estimate suggests) Tj ET endstream endobj 51 0 obj 4372 endobj 49 0 obj << /Type /Page /Parent 34 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 50 0 R >> endobj 54 0 obj << /Length 55 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (13) Tj -189 721.32 TD /F2 12 Tf 0.0435 Tc -0.0075 Tw (that in the Arnhem Land region, some 700 to 1000 children do not have) Tj 0 -13.92 TD 0.024 Tc 0.012 Tw (access to education) Tj 106.56 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Nambara Schools Council NT submission, page) Tj -106.56 -13.92 TD (23\).) Tj 0 -27.6 TD /F2 12 Tf 0.0372 Tc -0.0012 Tw (Here at Dhuruputjpi, we haven't got enough children to start a school.) Tj 0 -13.92 TD 0.0225 Tc 0.0135 Tw (We are crying out for an education service here) Tj 253.32 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Dhukal Wirrpanda,) Tj -253.32 -13.92 TD (Dhuruputjpi Homeland Centre meeting\).) Tj 0 -27.6 TD /F2 12 Tf 0.0366 Tc -0 Tw (Some isolated communities with a significant school age population) Tj 0 -13.92 TD 0.0293 Tc 0.0067 Tw (have NO school at all. For example outstations around Doomadgee) Tj T* 0.0412 Tc -0.0052 Tw (have up to 200 school age students but no school ) Tj 269.04 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Queensland) Tj -269.04 -13.92 TD (Teachers) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Union submission, page 1\).) Tj -18 -27.6 TD (Where innovative approaches to homelands education provision have been) Tj 0 -13.8 TD (adopted, they have proven successful models.) Tj 18 -27.6 TD /F2 12 Tf 0.0336 Tc 0.0024 Tw (The education program that the Nambara Schools Council has guided) Tj 0 -13.92 TD 0.036 Tc -0 Tw (Yirrkala Homelands Schools to develop for the eight eligible homelands) Tj T* 0.0343 Tc 0.0017 Tw (we believe is at the leading edge of schooling programs for remote) Tj T* 0.0262 Tc 0.0098 Tw (areas, given restrictions in funding and staffing levels. Through a cyclical) Tj T* 0.0201 Tc 0.0159 Tw (process of planning, curriculum resource development, reflection,) Tj T* 0.036 Tc 0 Tw (evaluation, assessment and replanning, and through close consultation) Tj T* 0.0232 Tc 0.0128 Tw (with community members, we have been able to deliver a service that:) Tj T* -2.736 Tc 0 Tw (\225) Tj 18 0 TD 0.0209 Tc 0.0151 Tw (is community-based, community-controlled and tailored to the needs) Tj 0 -13.92 TD 0.027 Tc 0.009 Tw (of the homeland communities) Tj -18 -13.92 TD -2.736 Tc 0 Tw (\225) Tj 18 0 TD 0.027 Tc 0.009 Tw (employs - and provides further training and professional development) Tj 0 -13.92 TD 0.0268 Tc 0.0092 Tw (to - sixteen Yolngu Homelands Teachers, who also research and) Tj T* 0.0137 Tc 0.0222 Tw (develop appropriate curriculum programs and resources) Tj -18 -13.92 TD -2.736 Tc 0 Tw (\225) Tj 18 0 TD 0.0278 Tc 0.0082 Tw (utilises and continually develops appropriate literacy and numeracy) Tj 0 -13.92 TD 0.0015 Tc 0.0345 Tw (curriculum materials and resources) Tj -18 -13.92 TD -2.736 Tc 0 Tw (\225) Tj 18 0 TD 0.0231 Tc 0.0129 Tw (is aided by a team of seven Visiting Teachers from Yirrkala, who are) Tj 0 -13.92 TD 0.0105 Tc 0.0255 Tw (curriculum advisers and developers.) Tj -18 -27.84 TD 0.0335 Tc 0.0025 Tw (Each of the 8 homelands are provided with support from Visiting) Tj 0 -13.92 TD 0.0207 Tc 0.0153 Tw (Teachers each week. The Visiting Teachers assist the Homelands) Tj T* 0.0341 Tc 0.0019 Tw (Teachers in the delivery of education, but are usually not involved in the) Tj T* 0.0327 Tc 0.0033 Tw (actual teaching of students, as their role is to provide support to the) Tj T* 0.0279 Tc 0.0081 Tw (Homeland Teachers, and in collaboratively developing curricula for the) Tj T* 0.0019 Tc 0.0341 Tw (homelands classrooms) Tj 122.76 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Nambara Schools Council NT submission, page) Tj -122.76 -13.92 TD (21\).) Tj -18 -29.88 TD /F0 14.04 Tf -0.0407 Tc 0.1257 Tw (Secondary schools) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (Secondary schools are generally less readily accessible in rural and remote) Tj 0 -13.8 TD (areas than primary schools. In the NT, for example, t) Tj 280.68 0 TD (here are only 29) Tj -280.68 -13.8 TD (secondary schools \(13 are government schools\), most of which are in) Tj 0 -13.8 TD (urbanised areas. Outside the major urban centres there is very little provision of) Tj T* (secondary education, especially to Year 12 level. Yet the NT spends 50% more) Tj T* (per capita than the national average on government secondary schooling) Tj T* (\(Department of Family and Community Services 1999\).) 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This is done to improve students) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.0347 Tc 0.0013 Tw (social and) Tj T* 0.0276 Tc 0.0084 Tw (interaction skills and because secondary schooling is generally beyond a) Tj T* -0.0048 Tc 0 Tw (supervisor) Tj -4.536 Tc (\222) Tj 0.0302 Tc 0.0058 Tw (s ability to help effectively ) Tj 197.76 0 TD /F1 12 Tf 0 Tc 0 Tw (\(ICPA Australia submission, page) Tj -197.76 -13.92 TD (4\).) Tj -18 -27.6 TD (The lack of secondary provision in the NT impacts particularly on Indigenous) Tj 0 -13.8 TD (children. Only 87.6% of Aboriginal boys participate even in the compulsory) Tj T* (years of schooling. Participation in post-compulsory schooling in the NT drops) Tj T* (to ) Tj 13.44 0 TD (39.7% for Aboriginal females and 28.2% for Aboriginal males \(NT) Tj -13.44 -13.8 TD (Department of Education submission, page 5\).) Tj 0 -27.6 TD (Boarding school, family removal to an urban area and distance education are) Tj 0 -13.8 TD (theoretically available for remote area students. However, for many Indigenous) Tj T* (students each of these options violates cultural expectations and needs and is) Tj T* (therefore unrealistic.) Tj 18 -27.6 TD /F2 12 Tf 0.0406 Tc -0.0046 Tw (Another option currently being trialed in conjunction with the Catholic) Tj 0 -13.92 TD 0.0265 Tc 0.0095 Tw (Education Office is the secondary ) Tj -4.416 Tc 0 Tw (\221) Tj 0.0252 Tc 0.0108 Tw (area school) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.0327 Tc 0.0033 Tw (trial at Bathurst Island.) Tj T* 0.0306 Tc 0.0054 Tw (Should this trial prove to be successful, it will provide a model for the) Tj T* 0.0212 Tc 0.0148 Tw (extension of formal secondary education to other remote communities) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(NT Department of Education submission, pages 11-12\).) Tj -18 -27.6 TD (The substantial Aboriginal communities of Doomadgee, Mornington Island and) Tj 0 -13.8 TD (Aurukun in Queensland have no senior secondary provision \(Queensland) Tj T* (Teachers) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Union submission, page 1\). In Tasmania fewer than half of rural) Tj T* (secondary schools \(22 of 51\) offer Years 11 and 12. A high proportion of senior) Tj T* (secondary students, therefore, must leave home to study.) Tj 0 -27.6 TD (Access to both primary and secondary schooling is also constrained by) Tj 0 -13.8 TD (inappropriate school timetables in some regions and for some students. The) Tj T* (inquiry was told that inflexibility in timetabling which fails to accommodate the) Tj T* (need for students to help on the property during some seasons or to participate) Tj T* (in cultural activities impacts adversely on school participation and attendance.) Tj 18 -27.6 TD /F2 12 Tf 0.0252 Tc 1.9428 Tw (In many of the remote Aboriginal communities in Western Australia, it) Tj 0 -13.92 TD 0.041 Tc 1.255 Tw (was felt that the learning environment did not provide enough flexibility) Tj T* 0.0301 Tc 1.2244 Tw (to cater fully for the needs of the children. The school year and school) Tj T* 0.0285 Tc 1.2675 Tw (day operates as it does in other schools in Western Australia, and this) Tj T* 0.0404 Tc 0.8476 Tw (does not allow for cultural obligations that the children have. Traditional) Tj T* 0.0263 Tc 6.5583 Tw (business, including law business and initiations, normally occurs) Tj T* 0.0339 Tc 1.1181 Tw (between July and November. Everyone is required to attend these and) Tj T* 0.0193 Tc 1.9067 Tw (camp in the bush which means the children miss much of this school) Tj T* -0.027 Tc 0 Tw (term) Tj 23.88 0 TD /F1 12 Tf 0 Tc ( \(YRC Survey Report page 37\).) Tj -41.88 -30 TD /F0 14.04 Tf -0.0128 Tc 0.0978 Tw (Boarding schools) Tj ET endstream endobj 58 0 obj 4301 endobj 56 0 obj << /Type /Page /Parent 53 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 57 0 R >> endobj 60 0 obj << /Length 61 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (15) Tj -207 721.32 TD /F1 12 Tf 0 Tc (Australian pastoral families traditionally schooled their children at home during) Tj 0 -13.8 TD (the primary years, with the assistance of School of the Air, and sent them to) Tj T* (boarding schools in the secondary years. Boarding is less affordable now than) Tj T* (in previous generations, however. YRC survey respondents reported boarding) Tj T* (costs of up to $22,000 per student per year \(Survey Report page 24\).) Tj 18 -27.6 TD /F2 12 Tf 0.0288 Tc 0.0072 Tw (The average boarding cost per ) Tj 167.52 0 TD 0.0411 Tc 0 Tw (student) Tj 39.6 0 TD 0.0378 Tc -0.0018 Tw ( for 1999 at a boarding school is) Tj -207.12 -13.92 TD 0.0389 Tc -0.0029 Tw ($8,048 and at a school term hostel is $5,561. ) Tj 243.96 0 TD 0.065 Tc -0.029 Tw (An additional) Tj 69.72 0 TD 0.0507 Tc -0.0147 Tw ( $6,000 per) Tj -313.68 -13.92 TD 0.0405 Tc -0.0045 Tw (annum for tuition fees if applicable.) Tj 0 -27.84 TD 0.0257 Tc 0.0103 Tw (There are other expenses that isolated rural and remote families) Tj 0 -13.92 TD 0.0344 Tc 0.0016 Tw (experience such as travelling to attend school functions, often up to 6) Tj T* 0.0288 Tc 0.0072 Tw (and 8 hours plus, over rough roads causing much wear and tear on) Tj T* 0.012 Tc 0.024 Tw (vehicles ) Tj 46.8 0 TD /F1 12 Tf 0 Tc 0 Tw (\(ICPA Australia submission, page 8\).) Tj -64.8 -27.72 TD (Financial support for families whose children are at boarding schools or) Tj 0 -13.8 TD (otherwise living away from home to study is available to eligible families from) Tj T* (the Commonwealth \(Assistance for Isolated 黑料情报站\). A Basic Boarding) Tj T* (Allowance of $3,539 is paid for each eligible student and an additional boarding) Tj T* (allowance of $887 is also available subject to parental income and actual) Tj T* (boarding fees paid.) Tj 0 -27.6 TD (Some States supplement the Commonwealth) Tj -4.32 Tc (\222) Tj 0 Tc (s provision. Tasmania, for) Tj 0 -13.8 TD (example, pays a senior secondary accommodation allowance for students in) Tj T* (Years 11 and 12 of $828 annually which is not means tested.) Tj 0 -27.6 TD (Where boarding is the only option for remote area Indigenous children, such as) Tj 0 -13.8 TD (in the NT, WA, SA and Queensland, it is rarely successful.) Tj 18 -27.6 TD /F2 12 Tf 0.0276 Tc 0.0084 Tw (They are away from their families and their culture. The language is) Tj 0 -13.92 TD 0.037 Tc -0.001 Tw (different. At times they are inclined to only stay down in Perth about) Tj T* 0.0333 Tc 0.0027 Tw (three months or so and then they come back and they don't want to go) Tj T* 0.0238 Tc 0.0122 Tw (back [to Perth] because they are away from their families. They should) Tj T* 0.0445 Tc -0.0085 Tw (be given a chance for education in their own area, within their own) Tj T* 0.0452 Tc -0.0092 Tw (language and to speak their own dialects) Tj 218.64 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Tom Birch, Kimberley Land) Tj -218.64 -13.92 TD (Council, Broome WA hearing\).) Tj 0 -27.6 TD /F2 12 Tf 0.0325 Tc 0.0035 Tw (I worked at a boarding school for 15 years. A lot of children who came to) Tj 0 -13.92 TD 0.0203 Tc 0.0157 Tw (boarding school from remote communities did not last ) Tj 288.6 0 TD 0.0336 Tc 0 Tw (there) Tj 27.48 0 TD 0.028 Tc 0.008 Tw (. They left) Tj -316.08 -13.92 TD 0.0249 Tc 0.0111 Tw (school and went back because they missed their family and friends.) Tj 0 -13.92 TD 0.0227 Tc 0.0133 Tw (These kids have a strong connection with their community so it is difficult) Tj T* 0.0341 Tc 0.0019 Tw (for them when they leave. If they had support groups to help them they) Tj T* 0.0406 Tc -0.0046 Tw (might be able to cope better at boarding school) Tj 251.28 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(public meeting in) Tj -251.28 -13.92 TD (Normanton Qld\).) Tj 0 -27.6 TD /F2 12 Tf 0.0257 Tc 0.0103 Tw (Homesickness mitigates against the retention of some Aboriginal) Tj 0 -13.92 TD 0.0268 Tc 0.0092 Tw (students in boarding schools. It is a significant factor, which accounts for) Tj T* 0.0358 Tc 0 Tw (a number of Indigenous boarding students leaving within the first six) Tj T* 0.0228 Tc 0.0132 Tw (months of their arrival at the school) Tj 187.32 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(SA Independent Schools Board) Tj -187.32 -13.92 TD (submission, page 15\).) Tj ET endstream endobj 61 0 obj 4536 endobj 59 0 obj << /Type /Page /Parent 53 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 60 0 R >> endobj 63 0 obj << /Length 64 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (16) Tj -207 705.24 TD /F0 14.04 Tf -0.0093 Tc 0.0942 Tw (Distance education) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (The majority of distance education students are primary school-aged children.) Tj 0 -13.8 TD (A home supervisor, usually the child) Tj -4.32 Tc (\222) Tj 0 Tc (s mother, supports their learning at home.) Tj T* (Distance education is delivered by telephone, radio, computer, telematics) Tj T* (and/or, less commonly, interactive television. Telephone and radio are still most) Tj T* (frequently utilised. Phone calls to teachers are also widely used in order to) Tj T* (obtain educational support and to solve problems \(DETYA submission, page) Tj T* (76\).) Tj 0 -27.6 TD (Financial support for students studying by distance education is available for) Tj 0 -13.8 TD (qualifying isolated children from the Commonwealth) Tj -4.32 Tc (\222) Tj 0 Tc (s Assistance for Isolated) Tj T* (黑料情报站. The current Distance Education allowance is $1,000 a year for) Tj T* (primary students and $1,500 for secondary students who study at home.) Tj 0 -27.6 TD (A much-appreciated advantage of distance education is the close relationship) Tj 0 -13.8 TD (which develops between supervising parent and student.) Tj 18 -27.6 TD /F2 12 Tf 0.0439 Tc -0.0079 Tw (Such an advantage included both the amount of one-to-one contact) Tj 0 -13.92 TD 0.0482 Tc -0.0122 Tw (between the child and the home tutor and the amount of parental) Tj T* 0.031 Tc 0.005 Tw (involvement \(and hence understanding of curriculum and the student) Tj -4.536 Tc 0 Tw (\222) Tj -0.072 Tc (s) Tj T* 0.0218 Tc 0.0142 Tw (progress\). This allowed for an early recognition of problems or of areas) Tj T* 0.034 Tc 0.002 Tw (requiring revision, and the ability to change teaching styles to) Tj T* 0.027 Tc 0.009 Tw (accommodate learning needs) Tj 157.8 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(YRC Survey Report page 33\).) Tj -175.8 -27.72 TD (Overall witnesses and YRC survey respondents were happy with the standard) Tj 0 -13.8 TD (of distance education and the outcomes it has delivered.) Tj 18 -27.6 TD /F2 12 Tf 0.0338 Tc 0.0022 Tw (Parents in Western Australia were generally positive about the) Tj 0 -13.92 TD 0.0333 Tc 0.0027 Tw (curriculum and found the Distance Education lessons well set out and) Tj T* 0.0384 Tc -0.0024 Tw (thorough, although some parents and students said that there was a) Tj T* 0.032 Tc 0.004 Tw (large amount of written work expected.) Tj 0 -27.84 TD 0.0238 Tc 0.0122 Tw (Queensland parents similarly reported that the Queensland curriculum) Tj 0 -13.92 TD 0.0234 Tc 0.0126 Tw (had an excellent base. It was said that this curriculum is particularly) Tj T* 0.0374 Tc -0.0014 Tw (designed with the lifestyle and schooling demands of Distance) Tj T* 0.0233 Tc 0.0127 Tw (Education children and their supervisors clearly in mind.) Tj 0 -27.84 TD 0.0192 Tc 0.0168 Tw (There was substantially more dissatisfaction with the curriculum) Tj 0 -13.92 TD 0.0285 Tc 0.0075 Tw (expressed by parents from South Australia who were involved in) Tj T* 0.0353 Tc 0 Tw (Distance Education ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0223 Tc 0.0137 Tw (They claimed that there is a lack of) Tj T* 0.0277 Tc 0.0083 Tw (understanding by the developers of the curriculum materials of what) Tj T* 0.0393 Tc -0.0033 Tw (learning in an isolated rural location entails. In particular, they alleged) Tj T* 0.0248 Tc 0.0112 Tw (that the curriculum is written with face-to-face schooling in mind ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.032 Tc 0 Tw (The) Tj T* 0.0221 Tc 0.0139 Tw (curriculum also is said to require a whole school day of supervision,) Tj T* 0.028 Tc 0.008 Tw (which is difficult for the working farm parent to provide) Tj 287.16 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(YRC Survey) Tj -287.16 -13.92 TD (Report pages 40-41\).) 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Tj -18 -27.6 TD (Distance education is not suitable for all students.) Tj 18 -27.6 TD /F2 12 Tf 0.0297 Tc 0.0063 Tw (Many rural and remote parents want the socialisation outcomes of) Tj 0 -13.92 TD 0.036 Tc 0 Tw (education for their children provided through a boarding experience.) Tj T* 0.0312 Tc 0.0048 Tw (Such aspects cannot be met to the same degree through distance) Tj T* 0.0493 Tc 0 Tw (education) Tj 52.32 0 TD /F1 12 Tf 0 Tc ( \(SA Independent Schools Board submission, page 11\).) Tj -70.32 -27.72 TD (In particular the inquiry was told that very few Indigenous students study in this) Tj 0 -13.8 TD (way and that students with disabilities are inadequately supported.) Tj 18 -27.6 TD /F2 12 Tf 0.0349 Tc 0.0011 Tw (Research conducted in 1998 through Sydney Distance Education) Tj 0 -13.92 TD 0.0336 Tc 0.0024 Tw (Primary School found, however, that many Aboriginal students who) Tj T* 0.0368 Tc -0.0008 Tw (were eligible for enrolment were not enrolling because their families did) Tj T* 0.0354 Tc 0 Tw (not know about the service or considered that it would not meet their) Tj T* 0.0432 Tc 0 Tw (needs) Tj 32.88 0 TD /F1 12 Tf 0 Tc ( \(NSW Department of Education and Training submission, page) Tj -32.88 -13.92 TD (51\).) Tj 0 -27.72 TD /F2 12 Tf 0.036 Tc 0 Tw (For a number of reasons, Aboriginal people have not participated to any) Tj 0 -13.92 TD 0.0368 Tc -0.0008 Tw (meaningful extent in distance education and School of the Air programs.) Tj T* 0.0334 Tc 0.0026 Tw (One reason - and this impacts on the delivery of Indigenous education in) Tj T* 0.0178 Tc 0.0182 Tw (general - is that many parents perceive their lack of resources and) Tj T* 0.0158 Tc 0.0202 Tw (literacy and numeracy skills as barriers to their children's participation in) Tj T* 0.0255 Tc 0.0105 Tw (such programs, nor have advances in technology proved the solution) Tj T* 0.0255 Tc 0.0105 Tw (they promised to be) Tj 105.72 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(David Curtis, ATSIC Commissioner, Melbourne) Tj -105.72 -13.92 TD (hearing\).) Tj -18 -27.72 TD (The YRC Survey found that few if any special needs teachers are working in) Tj 0 -13.8 TD (distance education to assist students with disabilities \(Survey Report page 54\).) Tj 18 -27.6 TD /F2 12 Tf 0.033 Tc 0.003 Tw (I think there was almost a third of all the children enrolled at schools of) Tj 0 -13.92 TD 0.0379 Tc -0.0019 Tw (the air that had some sort of difficulty with learning, whether it be a) Tj T* 0.0236 Tc 0.0124 Tw (reading problem or a curriculum problem. ADD [Attention Deficit) Tj T* 0.0266 Tc 0.0094 Tw (Disorder] is another big problem out there and those students from) Tj T* 0.0202 Tc 0.0158 Tw (families have no access to any facilities ) Tj 213.36 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Helen Newland, Isolated) Tj -213.36 -13.92 TD (黑料情报站) Tj -4.32 Tc (\222) Tj 0 Tc (s Parents) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Association WA, Perth hearing\).) Tj -18 -27.6 TD (Distance education is also costly.) Tj 18 -27.6 TD /F2 12 Tf 0.0401 Tc -0.0041 Tw (Costs for children being educated at home include the following:) Tj 0 -27.96 TD 0.0337 Tc 0.0023 Tw (Cost of setting up and maintaining a school room.) 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Tj 0 -27.84 TD 0.0183 Tc 0.0177 Tw (Travel to compulsory school and extra curricula activities and added) Tj 0 -13.92 TD 0.0287 Tc 0.0073 Tw (expenses involved with rental of accommodation and extra travelling) Tj T* 0.0269 Tc 0.0091 Tw (expenses for parents to keep in contact so that the family unit is kept) Tj T* 0.0292 Tc 0.0068 Tw (strong are examples of additional expenses ) Tj 235.68 0 TD /F1 12 Tf 0 Tc 0 Tw (\(ICPA Australia submission,) Tj -235.68 -13.92 TD (page 7\).) Tj -18 -29.88 TD /F0 14.04 Tf -0.009 Tc (Travel) Tj 0 -28.08 TD /F1 12 Tf 0 Tc (Many of the major disadvantages caused for rural schooling by distance are) Tj 0 -13.8 TD (encapsulated in this submission from Victoria.) Tj 18 -27.6 TD /F2 12 Tf 0.0204 Tc 0.0156 Tw (It is often hard to access inservice training for staff as the cost of) Tj 0 -13.92 TD 0.0302 Tc 0.0058 Tw (bringing high profile presenters from Melbourne is prohibitive. There is a) Tj T* 0.0295 Tc 0.0065 Tw (great deal of specialists) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.0411 Tc -0.0051 Tw (time taken up with travelling between rural and) Tj T* 0.0308 Tc 0.0052 Tw (remote schools which is taken out of their teaching time. Students have) Tj T* 0.0229 Tc 0.0131 Tw (to travel long distances to participate in extra-curricula activities eg.) Tj T* 0.0104 Tc 0.0256 Tw (swimming, sports days, arts council performances. Great deal of time is) Tj T* 0.0333 Tc 0.0027 Tw (spent travelling for these extra activities quite often with students leaving) Tj T* 0.0327 Tc 0.0033 Tw (home at very early hours of the morning and not getting home again) Tj T* 0.036 Tc 0 Tw (until late at night. There is a great deal of time spent by students just) Tj T* 0.0259 Tc 0.0101 Tw (travelling to and from school on a day to day basis. Travelling time) Tj T* 0.0309 Tc 0.0051 Tw (especially impacts on students studying the VCE [Years 11 and 12] as) Tj T* 0.0282 Tc 0.0078 Tw (study days related to particular subjects are all held in metropolitan) Tj T* 0.0309 Tc 0.0051 Tw (areas. This also means they lose a whole day of school which has to be) Tj T* 0.0445 Tc -0.0085 Tw (caught up on in their own time) Tj 160.8 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Swan Hill District Council of Parents) Tj -4.32 Tc (\222) Tj -160.8 -13.92 TD 0 Tc (Clubs Vic submission, page 1\).) Tj -18 -27.6 TD (Prolonged travel times can mean children do not attend school at all.) Tj 0 -13.8 TD (Absenteeism among Indigenous children in the Hedland WA area is about 30%) Tj T* (and is partly attributable to travel times.) Tj 18 -27.6 TD /F2 12 Tf 0.0234 Tc 0.0126 Tw (There are also specific problems of attendance for children from outlying) Tj 0 -13.92 TD 0.0183 Tc 0.0177 Tw (communities such as Tjalku Wara and Tjalka Boorda. 黑料情报站 must) Tj T* 0.0351 Tc 0.0009 Tw (catch the bus at 6.30 in the morning if they want to come to school in) Tj T* 0.025 Tc 0.011 Tw (Hedland. This makes it very difficult for the children and the families.) Tj T* 0.0154 Tc 0.0206 Tw (There is no time for breakfast) Tj 156.48 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(public meeting in South Hedland WA\).) Tj -174.48 -27.72 TD (The lack of transport options and the costs imposed on families were raised by) Tj 0 -13.8 TD (many witnesses.) Tj 18 -27.6 TD /F2 12 Tf 0.0244 Tc 0.0116 Tw (And just travelling to school every day from Lakes Entrance [into) Tj 0 -13.92 TD 0.0297 Tc 0.0063 Tw (Bairnsdale] takes 45-50 minutes by bus and then you have to come) Tj T* 0.0248 Tc 0.0112 Tw (home again. It leaves less time for studying. You can stay after school) Tj T* 0.0214 Tc 0.0146 Tw (for sport but you) Tj -4.536 Tc 0 Tw (\222) Tj 0.0255 Tc 0.0105 Tw (d have to make your own way home. There) Tj -4.536 Tc 0 Tw (\222) Tj 0.033 Tc 0.003 Tw (s only one) Tj T* 0.0311 Tc 0.0049 Tw (bus each way each day ) Tj 129.48 0 TD /F1 12 Tf 0 Tc 0 Tw (\(student meeting in Bairnsdale Vic\).) Tj ET endstream endobj 70 0 obj 4545 endobj 68 0 obj << /Type /Page /Parent 53 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 69 0 R >> endobj 73 0 obj << /Length 74 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (19) Tj -189 721.32 TD /F2 12 Tf 0.0378 Tc -0.0018 Tw (Students in outlying areas, who catch a bus to school, cannot link to the) Tj 0 -13.92 TD 0.0362 Tc -0 Tw (bus that takes town-dwelling [Bingara] students to Warialda as this bus) Tj T* 0.0338 Tc 0.0022 Tw (leaves too early. Parents can board the students in Bingara so that they) Tj T* 0.0339 Tc 0.0021 Tw (can catch the bus or board them at Warialda or the town of the school of) Tj T* 0.0364 Tc -0 Tw (their choice. Either way this adds to the financial burden on the family to) Tj T* 0.0384 Tc -0.0024 Tw (educate their children, an additional burden on many families who are) Tj T* 0.0144 Tc 0.0216 Tw (currently under pressure from the rural recession, as well as the social) Tj T* 0.0257 Tc 0.0103 Tw (change in that their children must be away from their homes ) Tj 322.44 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Rick) Tj -322.44 -13.92 TD (Hutton, Bingara P&C Association NSW, submission\).) Tj 0 -27.72 TD /F2 12 Tf 0.0289 Tc 0.0071 Tw (One low income family with several children said they could not afford) Tj 0 -13.92 TD 0.0238 Tc 0.0122 Tw (the petrol money to travel each day to the nearest bus stop - 20km, so) Tj T* 0.0396 Tc -0.0036 Tw (their teenage son did not attend high school. He received distance) Tj T* 0.0374 Tc -0.0014 Tw (education material, but his parents did not have sufficient education) Tj T* 0.0227 Tc 0.0133 Tw (themselves to assist him. They had no phone, so he could not access) Tj T* 0.039 Tc -0.003 Tw (phone support. The parents were attempting to educate the younger) Tj T* 0.0297 Tc 0.0063 Tw (children themselves. A number of families with young children did not) Tj T* 0.0385 Tc -0.0025 Tw (send them to school due to the bus travel time, and the condition of the) Tj T* 0.0366 Tc -0 Tw (roads. This would mean young children leaving home at 7am and getting) Tj T* 0.0341 Tc 0.0019 Tw (home at 5, and they felt this was too much for their age) Tj 293.4 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Maurine) Tj -293.4 -13.92 TD (Gibson, Social Planner, Wide Bay Burnett Qld, submission\).) Tj 0 -27.6 TD /F2 12 Tf 0.0248 Tc 0.0112 Tw (We strongly feel that the conveyancing allowance in its current form is) Tj 0 -13.92 TD 0.033 Tc 0.003 Tw (most inequitable. It now stands at $300 per child, irrespective of) Tj T* 0.0242 Tc 0.0118 Tw (kilometres travelled. For example, a family with 4 children who live 5) Tj T* 0.0151 Tc 0.0209 Tw (kilometres from school or bus service is eligible for $1200 per year.) Tj T* 0.0283 Tc 0.0077 Tw (Whereas a family of 2 travelling 80 kilometres is only getting $600) Tj T* 0.0333 Tc 0.0027 Tw (although they travel 16 times the distance) Tj 222.36 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Rowena Turner, Bindi Vic,) Tj -222.36 -13.92 TD (submission, page 2\).) Tj -18 -27.6 TD (The inquiry was told that some school bus services refuse access to some) Tj 0 -13.8 TD (students.) Tj 18 -27.6 TD /F2 12 Tf 0.0282 Tc 0.0078 Tw ([A]t present preschoolers are not being recognised as ) Tj -4.416 Tc 0 Tw (\221) Tj 0.027 Tc (students) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.036 Tc 0 Tw (by the) Tj 0 -13.92 TD 0.0336 Tc 0.0024 Tw (Department of Transport and therefore cannot be guaranteed safe) Tj T* 0.023 Tc 0.013 Tw (transport to and from preschool. We ask that preschoolers be included) Tj T* 0.026 Tc 0.01 Tw (by the Department of Public Transport to have equal, fair access to their) Tj T* 0.0354 Tc 0 Tw (preschool destination) Tj 113.88 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Hillston Preschool Inc. NSW submission\).) Tj -113.88 -27.72 TD /F2 12 Tf 0.0264 Tc 0.0096 Tw ([T]here is limited access for independent rural school students to the) Tj 0 -13.92 TD 0.0222 Tc 0.0138 Tw (State Government school bus services in South Australia that currently) Tj T* 0.0259 Tc 0.0101 Tw (operate in rural and country regions. This is yet another example of) Tj T* 0.0306 Tc 0.0054 Tw (discrimination against families who choose to send their children to a) Tj T* 0.0287 Tc 0.0073 Tw (non-government school. If they enrolled their children at a government) Tj T* 0.0313 Tc 0.0047 Tw (school this service would be available) Tj 200.88 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(SA Independent Schools Board) Tj -200.88 -13.92 TD (submission, page 22\).) Tj 0 -27.72 TD /F2 12 Tf 0.0277 Tc 0.0083 Tw (In this state the school bus policy produces a form of social engineering) Tj 0 -13.92 TD 0.0286 Tc 0.0074 Tw (whereby students must attend their local government school to be) Tj T* 0.0368 Tc -0.0008 Tw (entitled to travel on the government) Tj 188.88 0 TD 0.0132 Tc 0.0228 Tw (-provided bus service. If there is) Tj ET endstream endobj 74 0 obj 4887 endobj 71 0 obj << /Type /Page /Parent 72 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 73 0 R >> endobj 76 0 obj << /Length 77 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (20) Tj -189 721.32 TD /F2 12 Tf 0.0248 Tc 0.0112 Tw (room, however, students bypassing their local government school and) Tj 0 -13.92 TD 0.0317 Tc 0.0042 Tw (thus exercising choice are allowed free travel to the non) Tj 297.48 0 TD 0.0087 Tc 0 Tw (-government) Tj -297.48 -13.92 TD 0.0234 Tc 0.0126 Tw (school in the town serviced by the bus. It is not permissible to bypass) Tj 0 -13.92 TD 0.0337 Tc 0.0023 Tw (the local government school and attend another government school in) Tj T* 0.0291 Tc 0.0069 Tw (the next town serviced by that bus ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0203 Tc 0.0157 Tw (Thus, choice is there for those) Tj T* 0.0393 Tc -0.0033 Tw (who can pay for private education but not for those who choose the) Tj T* 0.0082 Tc 0.0277 Tw (government sector) Tj 99.6 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Gwen Secomb, SA Association of School Parent) Tj -99.6 -13.92 TD (Clubs, Adelaide hearing\).) Tj -18 -27.6 TD (The poor condition of many rural and remote area roads may prevent children) Tj 0 -13.8 TD (accessing education for long periods.) Tj 18 -27.6 TD /F2 12 Tf 0.0335 Tc 0.0025 Tw ([Mungindi is] isolated, as the town is situated more than 100km from a) Tj 0 -13.92 TD 0.026 Tc 0.01 Tw (major centre. We are further isolated by the poor state of the roads. To) Tj T* 0.0176 Tc 0.0184 Tw (the closest major centre, the road is partly gravel and becomes virtually) Tj T* 0.0365 Tc -0 Tw (inaccessible in wet weather.) Tj 0 -27.84 TD 0.0264 Tc 0.0096 Tw (This isolation leads to many disadvantages for our children. The lack of) Tj 0 -13.92 TD 0.0271 Tc 0.0089 Tw (sealed roads means that some children cannot attend school for weeks) Tj T* 0.0236 Tc 0.0124 Tw (if we have rain. Many children miss days from school even if we have) Tj T* 0.0305 Tc 0.0055 Tw (light rain. This is not equality in education. Preschool, primary and) Tj T* 0.0354 Tc 0 Tw (secondary education should be available and accessible to all children) Tj T* 0.0358 Tc 0 Tw (regardless of where they live. I do not believe this happens in rural and) Tj T* 0.0261 Tc 0.0099 Tw (remote areas of Australia. This is denying children their rights and their) Tj T* 0.0384 Tc -0.0024 Tw (needs, which includes their social, emotional and intellectual) Tj T* 0.0349 Tc 0.0011 Tw (development ) Tj 72.24 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Mungindi pre-school director, in St Joseph) Tj -4.32 Tc (\222) Tj 0 Tc (s Mungindi) Tj -72.24 -13.92 TD (NSW submission\).) Tj -18 -29.88 TD /F0 14.04 Tf 0.0055 Tc 0.0795 Tw (Financial assistance) Tj 18 -28.08 TD /F2 12 Tf 0.0372 Tc -0.0012 Tw (The greatest education ) Tj -4.416 Tc 0 Tw (\221) Tj 0.043 Tc (disadvantage) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.0412 Tc -0.0052 Tw (faced by people in rural and) Tj 0 -13.92 TD 0.0296 Tc 0.0064 Tw (remote locations is that to gain access to an education - any education -) Tj T* 0.0244 Tc 0.0116 Tw (they have to pay more. This can include the cost of travel, of board, loss) Tj T* 0.0238 Tc 0.0122 Tw (of income, excursions and so on. There is provision of financial) Tj T* 0.0244 Tc 0.0116 Tw (assistance but parents report that this fails to meet costs - in the end,) Tj T* 0.0211 Tc 0.0149 Tw (parents have to pay. While some families can afford these costs, for) Tj T* 0.0288 Tc 0.0072 Tw (others access to any form of education is a financial burden - and one) Tj T* 0.0209 Tc 0.0151 Tw (that many school students assist in meeting through extensive part-time) Tj T* 0.0358 Tc 0 Tw (work. Other families find the burden too great, and students drop out of) Tj T* 0.0142 Tc 0.0218 Tw (school early) Tj 64.2 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(YRC Survey Report page 18\).) Tj -82.2 -27.96 TD /F4 12 Tf (Assistance for Isolated 黑料情报站) Tj 0 -27.6 TD /F1 12 Tf (As outlined above, the Commonwealth offers direct financial support for) Tj 0 -13.8 TD (education to some isolated families through Assistance for Isolated 黑料情报站) Tj T* (\(AIC\). Although more than 95% of applications for AIC are successful \(Dr Evan) Tj T* (Arthur, Assistant Secretary, Literacy and Special Programs Branch, DETYA,) Tj T* (Canberra hearing\), the inquiry received criticism of the scheme. Because of) Tj T* (increased rural poverty, families who previously only needed a small measure) Tj ET endstream endobj 77 0 obj 4519 endobj 75 0 obj << /Type /Page /Parent 72 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 76 0 R >> endobj 79 0 obj << /Length 80 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (21) Tj -207 721.32 TD /F1 12 Tf 0 Tc (of assistance to send their children away for schooling now need much more.) Tj 0 -13.8 TD (As it is not forthcoming, they may withdraw their children from school.) Tj 18 -27.6 TD /F2 12 Tf 0.0346 Tc 0.0014 Tw (When the Assistance for Isolated 黑料情报站 was originally brought in, in) Tj 0 -13.92 TD 0.0451 Tc -0.0091 Tw (1973, it was set at 55% of the average boarding fee ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0249 Tc 0.0111 Tw (Only twice has it) Tj T* 0.0369 Tc -0.0009 Tw (come to 55% of that or close to 55% of that average boarding fee ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.048 Tc 0 Tw ([In) Tj T* 0.0484 Tc -0.0124 Tw (2000] the basic boarding allowance is $3,539. If it was 55% it would be) Tj T* 0.0371 Tc -0.0011 Tw ($4,192, so there's already a shortfall there, without taking into) Tj T* 0.0393 Tc -0.0033 Tw (consideration how the boarding fees will increase by 5% and the effect) Tj T* 0.0207 Tc 0.0152 Tw (of the FBT [Fringe Benefit Tax] and GST. There is a maximum) Tj T* 0.0326 Tc 0.0034 Tw (allowance which is means) Tj 139.2 0 TD 0.0477 Tc -0.0117 Tw (-tested and that's an additional $887, but it) Tj -139.2 -13.92 TD 0.0301 Tc 0.0059 Tw (still doesn't come anywhere near the cost of boarding) Tj 284.28 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Megan) Tj -284.28 -13.92 TD (McNicholl, National President, Isolated 黑料情报站) Tj -4.32 Tc (\222) Tj 0 Tc (s Parents) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Association,) Tj 0 -13.8 TD (Canberra hearing\).) Tj -18 -27.96 TD (One AIC eligibility requirement is that the student does not live within 56) Tj 0 -13.8 TD (kilometres of the nearest appropriate government school. An ) Tj -4.32 Tc (\221) Tj 0 Tc (appropriate) Tj -4.32 Tc (\222) Tj T* 0 Tc (government school is one ) Tj -4.32 Tc (\221) Tj 0 Tc (which takes a person through to the completion of) Tj T* (secondary school and the acquisition of an appropriate qualification at the end) Tj T* (of secondary school) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (\(Dr Evan Arthur, Assistant Secretary, Literacy and Special) Tj T* (Programs Branch, DETYA, Canberra hearing\). This proximity requirement) Tj T* (means that students wishing to undertake specialist courses not offered at their) Tj T* (nearest school are not eligible for AIC.) Tj 18 -27.6 TD /F2 12 Tf 0.0163 Tc 0.0197 Tw (There are several schools in this state that have specific courses ) Tj 5.064 Tc 0 Tw (\205) Tj 0 -13.92 TD 0.036 Tc 0 Tw ([O]ne ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0168 Tc 0.0192 Tw (at Cleve offers a specific course in dryland farming \(which is) Tj T* 0.0223 Tc 0.0137 Tw (practised over most of SA\). However students are being denied access) Tj T* 0.0209 Tc 0.0151 Tw (to these courses because cash strapped families are unable to access) Tj T* 0.0228 Tc 0.0132 Tw (AIC to send these children away for these specific courses) Tj 312.12 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA SA) Tj -312.12 -13.92 TD (submission, page 9\).) Tj -18 -27.6 TD (DETYA defended the requirement as follows in evidence to the inquiry.) Tj 18 -27.6 TD /F2 12 Tf 0.0441 Tc -0.0081 Tw (It is not the intention of the payment to ensure that the education) Tj 0 -13.92 TD 0.037 Tc -0.001 Tw (provided is the full education which an individual might desire. It is) Tj T* 0.0346 Tc 0.0014 Tw (designed to be responding to certain requirements for an appropriate) Tj T* 0.0493 Tc -0.0133 Tw (education ) Tj 5.064 Tc 0 Tw (\205) Tj 67.68 0 TD /F1 12 Tf 0 Tc ( \(Dr Evan Arthur, Assistant Secretary, Literacy and Special) Tj -67.68 -13.92 TD (Programs Branch, DETYA, Canberra hearing\).) Tj ET endstream endobj 80 0 obj 3874 endobj 78 0 obj << /Type /Page /Parent 72 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 79 0 R >> endobj 82 0 obj << /Length 83 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (22) Tj -207 721.08 TD /F4 12 Tf 0 Tc (Youth Allowance) Tj 0 -27.6 TD /F1 12 Tf (Commonwealth financial assistance is available more widely to support senior) Tj 0 -13.8 TD (secondary students, as well as tertiary students, through the common Youth) Tj T* (Allowance. Unlike the basic AIC allowances, however, Youth Allowance is) Tj T* (subject to a parental means test. Evidence and submissions to the inquiry were) Tj T* (most strongly critical of the farm assets test under the Youth Allowance.) Tj T* (Documentation submitted by the National Farmers) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Federation argued) Tj 18 -27.6 TD /F2 12 Tf 5.064 Tc -5.028 Tw (\205 ) Tj 0.0216 Tc 0.0144 Tw (despite the low returns currently being experienced by many farm) Tj 0 -13.92 TD 0.024 Tc 0.012 Tw (families due to years of drought coupled with poor commodity prices,) Tj T* 0.0207 Tc 0.0153 Tw (and the Asian crisis, many of them still have great difficulty accessing) Tj T* 0.0413 Tc -0.0053 Tw (the Austudy/Youth Allowance due to the very capital intensive nature of) Tj T* 0.0242 Tc 0.0118 Tw (modern farming. In other words, the Assets test continues to) Tj T* 0.0142 Tc 0.0217 Tw (discriminate against farm families.) Tj 0 -27.84 TD 0.0349 Tc 0.0011 Tw (The Senate Rural and Regional Affairs and Transport Reference) Tj 0 -13.92 TD 0.022 Tc 0.014 Tw (Committee inquiry on the impact of the assets test on farming families in) Tj T* 0.0369 Tc -0.0009 Tw (1995 found the assets test was:) Tj 18 -27.84 TD -4.416 Tc 0 Tw (\221) Tj 0.0343 Tc 0.0017 Tw (an inappropriate policy instrument that does not take into account) Tj 0 -13.92 TD 0.0307 Tc 0.0053 Tw (the nature of farm assets and their relationship with income. In) Tj T* 0.0244 Tc 0.0116 Tw (essence, the current assets test does not acknowledge that some) Tj T* 0.0126 Tc 0.0234 Tw (farmers are assets rich but income poor and that farm assets cannot) Tj T* 0.0405 Tc -0.0045 Tw (readily be liquidated without diminishing the viability of the farming) Tj T* 0.0528 Tc 0 Tw (unit.) Tj -4.536 Tc (\222) Tj -18 -27.84 TD 0.0225 Tc 0.0135 Tw (It was estimated by Department of Primary Industries and Energy and) Tj 0 -13.92 TD 0.0358 Tc 0 Tw (the Department of Employment, Education and Training at the time that) Tj T* 0.0456 Tc -0.0096 Tw (5400 students, who would otherwise have been eligible to receive) Tj T* 0.0364 Tc -0 Tw (AUSTUDY on the basis of income alone, were excluded because of the) Tj T* 0.0036 Tc 0.0324 Tw (assets test) Tj 57.6 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Grimson 1999, page 4\).) Tj -57.6 -27.72 TD /F2 12 Tf 0.0372 Tc -0.0012 Tw (A lot of parents pull their children out of school after Year 10 because) Tj 0 -13.92 TD 0.0399 Tc -0.0039 Tw (they can no longer afford to educate their children, even with the) Tj T* 0.0184 Tc 0.0176 Tw (Government assistance that is currently available. This is especially the) Tj T* 0.0383 Tc -0.0023 Tw (case with families on properties who need the children at home to help) Tj T* 0.0231 Tc 0.0129 Tw (run the property) Tj 85.08 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(public meeting in Boulia Qld\).) Tj -103.08 -30 TD /F0 14.04 Tf -0.0144 Tc 0.0994 Tw (Recommendations received) Tj 0 -28.32 TD /F4 12 Tf 0 Tc 0 Tw (Early childhood education) Tj 0 -27.6 TD /F1 12 Tf (The inquiry was told that much greater provision of early childhood education is) Tj 0 -13.8 TD (needed in rural and remote areas. The Queensland branch of the Isolated) Tj T* (黑料情报站) Tj -4.32 Tc (\222) Tj 0 Tc (s Parents) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Association recommended) Tj 18 -28.44 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F2 12 Tf 0.0298 Tc 0.0062 Tw (that a range of early childhood programs and services be available to) Tj 0 -13.92 TD 0.0284 Tc 0.0076 Tw (support children and families who live in rural and remote areas.) Tj ET endstream endobj 83 0 obj 4114 endobj 81 0 obj << /Type /Page /Parent 72 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 15 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 82 0 R >> endobj 85 0 obj << /Length 86 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (23) Tj -189 720.48 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F2 12 Tf 0.0362 Tc -0 Tw (that there be an ongoing commitment to maintaining funding for rural) Tj 0 -13.92 TD 0.0293 Tc 0.0067 Tw (and remote mobile units providing Early Childhood programs and) Tj T* -0.0225 Tc 0.0585 Tw (services ) Tj 47.4 0 TD /F1 12 Tf 0 Tc 0 Tw (\(ICPA Qld submission, page 2\).) Tj -83.4 -27.96 TD /F4 12 Tf (Senior secondary schooling) Tj 0 -27.6 TD /F1 12 Tf (To enable students to stay on at school after the compulsory years,) Tj 0 -13.8 TD (suggestions were made for enhancing the accessibility and affordability of) Tj T* (senior secondary schooling. In Queensland, for example, few rural secondary) Tj T* (schools offer Years 11 and 12.) Tj 18 -27.6 TD /F2 12 Tf 0.025 Tc 0.011 Tw (Government provided hostels are needed in rural centres to) Tj 0 -13.92 TD 0.023 Tc 0.013 Tw (accommodate secondary students during the weekdays so that they can) Tj T* 0.0238 Tc 0.0122 Tw (return home on weekends. This strategy would have several benefits \226) Tj T* 0.0247 Tc 0.0112 Tw (social contact with other students, greater curriculum breadth and choice) Tj T* 0.0345 Tc 0.0015 Tw (provided by the bigger school population as well as greater direct) Tj T* 0.0218 Tc 0.0142 Tw (support from teachers working with students) Tj 235.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Queensland Teachers) Tj -4.32 Tc (\222) Tj -235.68 -13.92 TD 0 Tc (Union submission, page 1\).) Tj -18 -27.84 TD /F4 12 Tf (Remote Indigenous communities) Tj 0 -27.6 TD /F1 12 Tf (The need to make schools available in larger remote Indigenous communities) Tj 0 -13.8 TD (was addressed in evidence.) Tj 22.56 -27.6 TD /F2 12 Tf 0.0284 Tc 0.0076 Tw (Alternate forms of educating on the communities so that it isn) Tj -4.536 Tc 0 Tw (\222) Tj 0.036 Tc (t) Tj 0 -13.92 TD 0.0205 Tc 0.0155 Tw (necessary for students to leave their homes. This is one of the models) Tj T* 0.0489 Tc -0.0129 Tw (being worked on ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj -0.0024 Tc 0 Tw (mixed) Tj 139.2 0 TD 0.0147 Tc 0.0213 Tw (-mode multi-campus model, which is where) Tj -139.2 -13.92 TD 0.0284 Tc 0.0076 Tw (you have various modes of getting the course material in front of the) Tj 0 -13.92 TD 0.0213 Tc 0.0147 Tw (students. Some of it might be correspondence, some electronically-) Tj T* 0.0298 Tc 0.0062 Tw (based through computer contacts and things like video conferencing) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(Peter Toyne, Shadow Minister for Education, Darwin hearing\).) Tj -22.56 -27.84 TD /F4 12 Tf (Transport) Tj 0 -27.6 TD /F1 12 Tf (For students who do or could travel to school daily the problem can be the) Tj 0 -13.8 TD (absence of a school bus or any public transport.) Tj 18 -27.6 TD /F2 12 Tf 0.0269 Tc 0.0091 Tw (Bus route allocation needs to reflect local needs and circumstances) Tj 0 -13.92 TD 0.0154 Tc 0.0206 Tw (more closely, and be less ) Tj -4.416 Tc 0 Tw (\221) Tj 0.012 Tc (formula) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.0199 Tc 0.0161 Tw (driven. Decision-making should take) Tj T* 0.0207 Tc 0.0153 Tw (into account the size of properties, more direct routes to reduce travel) Tj T* 0.0191 Tc 0.0169 Tw (time for students, free access to school buses for school age students) Tj T* 0.0386 Tc -0.0026 Tw (attending other education locations and procedures for extending bus) Tj T* 0.036 Tc 0 Tw (routes when required) Tj 113.28 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(YRC Survey Report page 62\).) Tj -131.28 -27.96 TD /F4 12 Tf (Distance education) Tj 0 -27.6 TD /F1 12 Tf (A number of submissions called for additional subsidies to be provided to) Tj 0 -13.8 TD (families schooling their children at home.) 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The Federal Government needs to consider some sort of) Tj T* 0.0152 Tc 0.0208 Tw (subsidy scheme or grant to provide access to this technology for remote) Tj T* 0.0326 Tc 0.0034 Tw (and isolated families, similar to the Homestead Video Scheme of the) Tj T* 0.0328 Tc 0.0032 Tw (1970s when these families had no access to television) Tj 290.04 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Open Access) Tj -290.04 -13.92 TD (College SA submission, page 1\).) Tj -18 -27.6 TD (At the same time the inquiry was warned against disregarding the continued) Tj 0 -13.8 TD (importance of inter-personal contact in every child) Tj -4.32 Tc (\222) Tj 0 Tc (s education.) Tj 18 -27.6 TD /F2 12 Tf 0.0236 Tc 0.0124 Tw (The importance of daily home-schooling communication in distance) Tj 0 -13.92 TD 0.0392 Tc -0.0032 Tw (education should remain a high priority when delivering education) Tj T* 0.0135 Tc 0.0225 Tw (provision across vast distances. Enhancements such as e-mail and) Tj T* 0.0286 Tc 0.0074 Tw (computer delivered learning offer significant opportunities to improve) Tj T* 0.0262 Tc 0.0098 Tw (response time in the teaching learning process, but oral communication) Tj T* 0.0303 Tc 0.0057 Tw (for students and home tutors who have limited social contact with) Tj T* 0.024 Tc 0.012 Tw (others, is a high priority for isolated families.) Tj 0 -27.72 TD 0.0281 Tc 0.0079 Tw (Face to face contact is also a high priority for isolated students, who by) Tj 0 -13.92 TD 0.0348 Tc 0.0012 Tw (their location, spend so much time living and learning in their isolated) Tj T* 0.0268 Tc 0.0092 Tw (contexts. It is also essential for parents and home tutors who rely on the) Tj T* 0.0185 Tc 0.0175 Tw (reassurance that comes from opportunities to see their children socially) Tj T* 0.0333 Tc 0.0027 Tw (interacting with others in face to face situations. Technology) Tj T* 0.0253 Tc 0.0107 Tw (improvements should be seen as possible enhancements to distance) Tj T* 0.0301 Tc 0.0059 Tw (learning and must not be considered as a replacement for face to face) Tj T* 0.0206 Tc 0 Tw (contact) Tj 38.88 0 TD /F1 12 Tf -0.0046 Tc 0.0046 Tw ( \(Priority Country Area Program \226 N-W Qld submission, pages 4-) Tj -38.88 -13.92 TD 0 Tc 0 Tw (5\).) Tj 0 -27.6 TD /F2 12 Tf 0.0354 Tc 0 Tw (The Itinerant Teacher Service in SA is invaluable and consideration to) Tj 0 -13.92 TD 0.029 Tc 0.007 Tw (its expansion must be addressed by the Open Access College and the) Tj T* 0.048 Tc -0.012 Tw (Education Dept) Tj 82.44 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA SA submission, page 10\).) Tj -100.44 -27.72 TD (Another initiative to provide face-to-face teaching for isolated students and) Tj 0 -13.8 TD (support for parent educators is ) Tj -4.32 Tc (\221) Tj 0 Tc (VISE) Tj -4.32 Tc (\222) Tj 0 Tc (. Approximately 250 Volunteers for) Tj T* (Isolated Students) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Education, most of whom are retired teachers, are available) Tj T* (at the request of parents who undertake to provide accommodation and full) Tj T* (board for a period, usually, of six weeks. VISE receives no government funding) Tj T* (but is supported by rural community fund-raising events such as the Gympie) Tj ET endstream endobj 89 0 obj 4732 endobj 87 0 obj << /Type /Page /Parent 72 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 88 0 R >> endobj 92 0 obj << /Length 93 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (25) Tj -207 721.32 TD /F1 12 Tf 0 Tc (Country Music Muster and covers volunteers) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (travel costs \(Marion Kossatz,) Tj 0 -13.8 TD (VISE, Canberra hearing\).) Tj 0 -27.6 TD (It was also put to the inquiry that more recognition and support for home tutors) Tj 0 -13.8 TD (is required. Respondents to the YRC survey proposed a number of related) Tj T* (recommendations.) Tj 18 -27.6 TD /F2 12 Tf 0.036 Tc -0 Tw (A home tutor allowance or rebate for families when one parent is) Tj 0 -13.92 TD 0.0212 Tc 0.0148 Tw (required to teach the children or to employ a governess or supervisor to) Tj T* 0.0221 Tc 0.0139 Tw (deliver the Distance Education curriculum.) Tj 0 -27.84 TD 0.019 Tc 0.017 Tw (Reimbursement to parents for all costs associated with Distance) Tj 0 -13.92 TD 0.0312 Tc 0.0048 Tw (Education including travel and accommodation to attend cluster days,) Tj T* 0.0116 Tc 0.0244 Tw (mini-schools and sporting camps.) Tj 0 -27.84 TD 0.027 Tc 0.009 Tw (Development of multi-age curriculum for Distance Education, to enable) Tj 0 -13.92 TD 0.0257 Tc 0.0103 Tw (home tutors or supervisors to work with different age children in the) Tj T* 0.0076 Tc 0 Tw (schoolroom.) Tj 0 -27.84 TD 0.0185 Tc 0.0175 Tw (Home tutors or supervisors should be provided with annual in-services.) Tj T* 0.0238 Tc 0.0122 Tw (An accreditation and training system for parents, governesses and) Tj 0 -13.92 TD 0.018 Tc 0.018 Tw (supervisors involved in the delivery of Distance Education curriculum.) Tj 0 -27.84 TD 0.0311 Tc 0.0049 Tw (Recognition and professional development for home tutors to deliver) Tj 0 -13.92 TD 0.0353 Tc 0 Tw (Distance Education) Tj 103.8 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Survey Report pages 61, 64, 66 and 70\).) Tj -121.8 -27.96 TD /F4 12 Tf (Financial assistance) Tj 0 -27.6 TD /F1 12 Tf (With respect to the need for reform of Commonwealth financial assistance for) Tj 0 -13.8 TD (rural families, a number of submissions argued for an increase in the boarding) Tj T* (allowance under Assistance for Isolated 黑料情报站.) Tj 18 -27.6 TD /F2 12 Tf 0.0346 Tc 0.0014 Tw (The SAISB recommends that boarding allowances provided by the) Tj 0 -13.92 TD 0.0328 Tc 0.0032 Tw (Commonwealth and State governments be increased and the formulae) Tj T* 0.0337 Tc 0.0023 Tw (used to determine these grants be reviewed to provide more equitable) Tj T* 0.0234 Tc 0.0126 Tw (access to boarding as a choice of education for more rural and remote) Tj T* 0.0349 Tc 0.0011 Tw (families \(SA Independent Schools Board submission, page 13\).) 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Tj 18 -27.6 TD /F2 12 Tf -0.04 Tc (NFF) Tj -4.536 Tc (\222) Tj 0.0312 Tc 0.0048 Tw (s current policy does not call for the complete abolition of the) Tj 0 -13.92 TD 0.0204 Tc 0.0156 Tw (assets test. However, NFF is of the view that business related assets of) Tj T* 0.0128 Tc 0.0232 Tw (farmers or other small business owners should be exempt. These assets) Tj T* 0.0431 Tc -0.0071 Tw (cannot be readily liquidated without diminishing the future viability of the) Tj T* 0.02 Tc 0.016 Tw (business and incurring large transaction costs.) Tj 0 -27.84 TD 0.0312 Tc 0.0048 Tw (It has been estimated that if the 75% discount [promised by Deputy) Tj 0 -13.92 TD 0.0309 Tc 0.0051 Tw (Prime Minister Anderson in February 1996 but yet to be implemented]) Tj T* 0.0299 Tc 0.0061 Tw (for farm business related assets is introduced, an additional 2500) Tj T* 0.0281 Tc 0.0079 Tw (students from farm families would become eligible for Austudy/Youth) Tj T* 0.056 Tc -0.02 Tw (Allowance ) Tj 5.064 Tc 0 Tw (\205) Tj 0 -27.84 TD 0.0294 Tc 0.0066 Tw ([If the discount] was extended to small business in addition to farmers ) Tj 5.064 Tc 0 Tw (\205) Tj 0 -13.92 TD 0.0427 Tc -0.0067 Tw (the total number of additional students who would benefit from this) Tj T* 0.0362 Tc -0 Tw (initiative would be 3125, and cost a maximum of $21.6 million ) Tj 330.36 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Grimson) Tj -330.36 -13.92 TD (1999, pages 5-6 in National Farmers) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Federation submission\).) 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Tj 18 -27.6 TD /F2 12 Tf 0.0101 Tc 0.0259 Tw (With the smaller classes teachers can) Tj -4.536 Tc 0 Tw (\222) Tj 0.0445 Tc -0.0085 Tw (t be allocated a lot of time to) Tj 0 -13.92 TD 0.0369 Tc -0.0009 Tw (spend with them. For geography in Year 11, we had four lessons a week) Tj ET endstream endobj 99 0 obj 5080 endobj 97 0 obj << /Type /Page /Parent 91 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 15 0 R >> /ProcSet 2 0 R >> /Contents 98 0 R >> endobj 101 0 obj << /Length 102 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (28) Tj -189 721.32 TD /F2 12 Tf 0.078 Tc -0.042 Tw (and now we) Tj -4.536 Tc 0 Tw (\222) Tj 0.0426 Tc -0.0066 Tw (ve got three and with the timetable changes it) Tj -4.536 Tc 0 Tw (\222) Tj 0.0516 Tc -0.0156 Tw (s going to be) Tj 0 -13.92 TD 0.0383 Tc -0.0023 Tw (cut down to two face to face lessons a week which is just not enough for) Tj T* 0.036 Tc -0 Tw (a two-unit subject) Tj 93.84 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Walgett NSW\).) Tj -111.84 -28.08 TD /F0 12 Tf 0.0188 Tc 0.0292 Tw (Lack of subject choice as an issue for parents, teachers and students at) Tj 0 -14.16 TD 0.0113 Tc 0.0367 Tw (secondary schools in communities under 10,000 - % of respondents) Tj 0 -26.76 TD /F0 9.96 Tf -0.0271 Tc 0.0382 Tw (An issue for) Tj 131.4 0 TD 0.0178 Tc 0 Tw (NSW) Tj 45 0 TD 0.0817 Tc (NT) Tj 40.56 0 TD 0.0422 Tc (Qld) Tj 45 0 TD -0.1972 Tc (SA) Tj 45 0 TD 0.043 Tc (Tas) Tj 40.44 0 TD -0.0134 Tc (Vic) Tj 36 0 TD -0.1367 Tc (WA) Tj ET 79.44 672.6 0.72 0.72 re f 79.44 672.6 0.72 0.72 re f 80.16 672.6 130.68 0.72 re f 210.84 672.6 0.72 0.72 re f 211.56 672.6 44.28 0.72 re f 255.84 672.6 0.72 0.72 re f 256.56 672.6 39.84 0.72 re f 296.4 672.6 0.72 0.72 re f 297.12 672.6 44.28 0.72 re f 341.4 672.6 0.72 0.72 re f 342.12 672.6 44.28 0.72 re f 386.4 672.6 0.72 0.72 re f 387.12 672.6 39.72 0.72 re f 426.84 672.6 0.72 0.72 re f 427.56 672.6 35.28 0.72 re f 462.84 672.6 0.72 0.72 re f 463.56 672.6 39.84 0.72 re f 503.4 672.6 0.72 0.72 re f 503.4 672.6 0.72 0.72 re f 79.44 660.72 0.72 11.88 re f 210.84 660.72 0.72 11.88 re f 255.84 660.72 0.72 11.88 re f 296.4 660.72 0.72 11.88 re f 341.4 660.72 0.72 11.88 re f 386.4 660.72 0.72 11.88 re f 426.84 660.72 0.72 11.88 re f 462.84 660.72 0.72 11.88 re f 503.4 660.72 0.72 11.88 re f BT 85.2 650.76 TD /F1 9.96 Tf -0.0211 Tc -0.0077 Tw (Parents and teachers) Tj 131.4 0 TD -0.0332 Tc 0 Tw (17%) Tj 45 0 TD 0.0732 Tc -0.102 Tw ( -) Tj 40.56 0 TD -0.0332 Tc 0 Tw (18%) Tj 45 0 TD (45%) Tj 45 0 TD (19%) Tj 40.44 0 TD -0.021 Tc -0.0078 Tw ( 9%) Tj 36 0 TD -0.0332 Tc 0 Tw (19%) Tj ET 79.44 660 0.72 0.72 re f 80.16 660 130.68 0.72 re f 210.84 660 0.72 0.72 re f 211.56 660 44.28 0.72 re f 255.84 660 0.72 0.72 re f 256.56 660 39.84 0.72 re f 296.4 660 0.72 0.72 re f 297.12 660 44.28 0.72 re f 341.4 660 0.72 0.72 re f 342.12 660 44.28 0.72 re f 386.4 660 0.72 0.72 re f 387.12 660 39.72 0.72 re f 426.84 660 0.72 0.72 re f 427.56 660 35.28 0.72 re f 462.84 660 0.72 0.72 re f 463.56 660 39.84 0.72 re f 503.4 660 0.72 0.72 re f 79.44 648.6 0.72 11.4 re f 210.84 648.6 0.72 11.4 re f 255.84 648.6 0.72 11.4 re f 296.4 648.6 0.72 11.4 re f 341.4 648.6 0.72 11.4 re f 386.4 648.6 0.72 11.4 re f 426.84 648.6 0.72 11.4 re f 462.84 648.6 0.72 11.4 re f 503.4 648.6 0.72 11.4 re f BT 85.2 638.64 TD -0.0376 Tc (Students) Tj 131.4 0 TD -0.0332 Tc (26%) Tj 45 0 TD (33%) Tj 40.56 0 TD (30%) Tj 45 0 TD (38%) Tj 45 0 TD (28%) Tj 40.44 0 TD (20%) Tj 36 0 TD (34%) Tj ET 79.44 647.88 0.72 0.72 re f 80.16 647.88 130.68 0.72 re f 210.84 647.88 0.72 0.72 re f 211.56 647.88 44.28 0.72 re f 255.84 647.88 0.72 0.72 re f 256.56 647.88 39.84 0.72 re f 296.4 647.88 0.72 0.72 re f 297.12 647.88 44.28 0.72 re f 341.4 647.88 0.72 0.72 re f 342.12 647.88 44.28 0.72 re f 386.4 647.88 0.72 0.72 re f 387.12 647.88 39.72 0.72 re f 426.84 647.88 0.72 0.72 re f 427.56 647.88 35.28 0.72 re f 462.84 647.88 0.72 0.72 re f 463.56 647.88 39.84 0.72 re f 503.4 647.88 0.72 0.72 re f 79.44 636.48 0.72 11.4 re f 79.44 635.76 0.72 0.72 re f 79.44 635.76 0.72 0.72 re f 80.16 635.76 130.68 0.72 re f 210.84 636.48 0.72 11.4 re f 210.84 635.76 0.72 0.72 re f 211.56 635.76 44.28 0.72 re f 255.84 636.48 0.72 11.4 re f 255.84 635.76 0.72 0.72 re f 256.56 635.76 39.84 0.72 re f 296.4 636.48 0.72 11.4 re f 296.4 635.76 0.72 0.72 re f 297.12 635.76 44.28 0.72 re f 341.4 636.48 0.72 11.4 re f 341.4 635.76 0.72 0.72 re f 342.12 635.76 44.28 0.72 re f 386.4 636.48 0.72 11.4 re f 386.4 635.76 0.72 0.72 re f 387.12 635.76 39.72 0.72 re f 426.84 636.48 0.72 11.4 re f 426.84 635.76 0.72 0.72 re f 427.56 635.76 35.28 0.72 re f 462.84 636.48 0.72 11.4 re f 462.84 635.76 0.72 0.72 re f 463.56 635.76 39.84 0.72 re f 503.4 636.48 0.72 11.4 re f 503.4 635.76 0.72 0.72 re f 503.4 635.76 0.72 0.72 re f BT 85.2 615.12 TD -0.0286 Tc -0 Tw (Source: YRC Survey Report page 41.) Tj 0 -27.12 TD /F1 12 Tf 0 Tc 0 Tw (On the other hand, smaller classes were appreciated for the opportunities they) Tj 0 -13.8 TD (offer for one-on-one teaching.) Tj 18 -27.6 TD /F2 12 Tf 0.0217 Tc 0.0143 Tw (I like the smaller classes because the teachers can give you plenty of) Tj 0 -13.92 TD 0.0386 Tc -0.0026 Tw (attention. In the senior school the classes are like 5, 8, 10, 11 and 12. In) Tj T* 0.0351 Tc 0.0009 Tw (English the classes are about 14) Tj 174.24 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Nhulunbuy NT\).) Tj -174.24 -27.72 TD /F2 12 Tf 0.0423 Tc -0.0063 Tw (I actually went down there [to Perth] for Year 9 to boarding school and I) Tj 0 -13.92 TD 0.0478 Tc -0.0118 Tw (thought it was quite different. The boarding part was quite fun, but the) Tj T* 0.0267 Tc 0.0093 Tw (school teachers didn) Tj -4.536 Tc 0 Tw (\222) Tj 0.0332 Tc 0.0028 Tw (t have time for the kids and didn) Tj -4.536 Tc 0 Tw (\222) Tj 0.004 Tc 0.032 Tw (t really worry) Tj T* 0.0264 Tc 0.0096 Tw (about you that much, especially compared to up here with such small) Tj T* -0.0137 Tc 0 Tw (classes) Tj 40.08 0 TD /F1 12 Tf 0 Tc ( \(student meeting in Kununurra WA\).) Tj -58.08 -27.84 TD (Although some additional subjects are available through distance education,) Tj 0 -13.8 TD (many felt that this learning mode was either unsuitable for the subject or would) Tj T* (not work for them.) Tj 18 -27.6 TD /F2 12 Tf 0.0354 Tc 0 Tw (Correspondence subjects are difficult to handle and cope with because) Tj 0 -13.92 TD 0.0336 Tc 0 Tw (there) Tj -4.536 Tc (\222) Tj 0.024 Tc 0.012 Tw (s not much contact with the teachers. We can) Tj -4.536 Tc 0 Tw (\222) Tj 0.0233 Tc 0.0127 Tw (t get extra help from) Tj T* 0.0297 Tc 0.0063 Tw (teachers in the school so we) Tj -4.536 Tc 0 Tw (\222) Tj 0.0309 Tc 0.0051 Tw (re basically on our own. I) Tj -4.536 Tc 0 Tw (\222) Tj 0.034 Tc 0.002 Tw (m doing) Tj T* 0.0382 Tc -0.0022 Tw (Engineering Science by correspondence and when I have questions) Tj T* 0.0333 Tc 0.0027 Tw (there aren) Tj -4.536 Tc 0 Tw (\222) Tj 0.0391 Tc -0.0031 Tw (t any teachers in the school who are qualified to teach it) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(student meeting in Moree NSW\).) Tj 0 -27.6 TD /F2 12 Tf 0.0218 Tc 0.0142 Tw (The problem with correspondence is that it does make the subjects more) Tj 0 -13.92 TD 0.0314 Tc 0.0046 Tw (difficult. I wanted to take on economics but I was pretty much talked out) Tj T* 0.0305 Tc 0.0055 Tw (of it because of the lack of support. There) Tj -4.536 Tc 0 Tw (\222) Tj 0.0166 Tc 0.0194 Tw (s only so much that you can) Tj T* 0.0507 Tc -0.0147 Tw (understand through a phone line) Tj 173.76 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Nhulunbuy NT\).) Tj -191.76 -27.72 TD (The inquiry heard criticism of the quality of Aboriginal Studies curricula.) Tj 18 -27.6 TD /F2 12 Tf 0.0523 Tc -0.0163 Tw (We have Aboriginal Studies and we don) Tj -4.536 Tc 0 Tw (\222) Tj 0.0457 Tc -0.0097 Tw (t know anything about our) Tj 0 -13.92 TD 0.028 Tc 0.008 Tw (culture. They don) Tj -4.536 Tc 0 Tw (\222) Tj 0.038 Tc -0.002 Tw (t get no elders to come in and talk to us. All we do is) Tj T* 0.0319 Tc 0.0041 Tw (watch silly little videos. And some things that aren) Tj -4.536 Tc 0 Tw (\222) Tj 0.0395 Tc -0.0035 Tw (t even involved with) Tj T* 0.0335 Tc 0.0025 Tw (our culture. No Aboriginal Education Worker participates in Aboriginal) Tj T* 0.0459 Tc -0.0099 Tw (Studies. I think we need an Aboriginal teacher in the school who can) Tj T* 0.0322 Tc 0.0038 Tw (teach us about our culture) Tj 139.44 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Brewarrina NSW\).) Tj ET endstream endobj 102 0 obj 8302 endobj 100 0 obj << /Type /Page /Parent 91 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 101 0 R >> endobj 104 0 obj << /Length 105 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (29) Tj -207 721.32 TD /F1 12 Tf 0 Tc (Some students felt that information technology is poorly taught due to) Tj 0 -13.8 TD (inadequate equipment and inexperienced teachers.) Tj 18 -27.6 TD /F2 12 Tf 0.018 Tc (We) Tj -4.536 Tc (\222) Tj 0.0327 Tc 0.0033 Tw (ve got the computers at the school but we) Tj -4.536 Tc 0 Tw (\222) Tj 0.0487 Tc -0.0127 Tw (re not allowed to use) Tj 0 -13.92 TD 0.0236 Tc 0.0124 Tw (them. We have 3 classrooms full \226 there must be about 40 including in) Tj T* 0.0175 Tc 0.0185 Tw (the library. The Computer Studies classes use them \226 but they have) Tj T* 0.0315 Tc 0.0045 Tw (really out of date textbooks. Most people are computer-illiterate. The) Tj T* 0.0416 Tc -0.0056 Tw (only people that know are people who own their own computers. There) Tj T* 0.0368 Tc -0.0008 Tw (are students who are really gifted with what they do with computers, but) Tj T* 0.027 Tc 0 Tw (they) Tj -4.536 Tc (\222) Tj 0.0351 Tc 0.0009 Tw (re not allowed to use them and experiment. I learnt more about) Tj T* 0.0354 Tc 0 Tw (computers in the school holidays than I did in the whole of last year at) Tj T* 0.0218 Tc 0.0142 Tw (school. The teachers aren) Tj -4.536 Tc 0 Tw (\222) Tj 0.0284 Tc 0.0076 Tw (t really trained to teach computers. Most don) Tj -4.536 Tc 0 Tw (\222) Tj 0.036 Tc (t) Tj T* 0.0427 Tc -0.0067 Tw (really know how to use the internet at all) Tj 214.56 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Moree) Tj -214.56 -13.92 TD (NSW\).) Tj -18 -27.6 TD (In WA the inquiry was told that 70% of the Year 12 geography course requires) Tj 0 -13.8 TD (a study of the south-west Perth metropolitan area. North-west schools and) Tj T* (communities need to fundraise to send the Year 12 students to Perth so that) Tj T* (they can observe the geography they are required to study.) Tj 0 -27.6 TD (Students expressed enthusiasm and pride in their school when popular courses) Tj 0 -13.8 TD (are well-taught.) Tj 18 -27.6 TD /F2 12 Tf 0.0326 Tc 0.0034 Tw (At Port Lincoln High School we can do music from Year 8 right through) Tj 0 -13.92 TD 0.0283 Tc 0.0077 Tw (to Year 12. We can record our own music at school because we have a) Tj T* 0.048 Tc -0.012 Tw (recording studio. We have an Aboriginal Nunga band too and we got a) Tj T* 0.0284 Tc 0.0076 Tw (national award for our music this year. We will also be making a video) Tj T* 0.0336 Tc 0.0024 Tw (clip at the school) Tj 89.76 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Port Lincoln SA\).) Tj -107.76 -27.72 TD (The introduction of vocational courses into the curriculum, often in co-operation) Tj 0 -13.8 TD (with local TAFEs, was very well received.) Tj 18 -27.6 TD /F2 12 Tf 0.0307 Tc 0.0053 Tw (Vocational education developments were seen by some teachers as an) Tj 0 -13.92 TD 0.0116 Tc 0.0244 Tw (important curriculum strategy to overcome some of the limitations) Tj T* 0.0398 Tc -0.0038 Tw (caused by distance and location. With the connections being developed) Tj T* 0.0224 Tc 0.0136 Tw (within the local business community for work placement, students are) Tj T* 0.0405 Tc -0.0045 Tw (able to gain training qualifications without having to leave the community) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(YRC Survey Report page 42\).) Tj -18 -27.6 TD (In Tasmania, for example, schools are developing courses that are linked into) Tj 0 -13.8 TD (the National Training Modules.) Tj 18 -27.6 TD /F2 12 Tf 0.017 Tc 0.019 Tw (The commitment of industry \(aquaculture\) which is focused on its) Tj 0 -13.92 TD 0.0323 Tc 0.0037 Tw (community has meant we have been able to establish innovative) Tj T* 0.0293 Tc 0.0067 Tw (enterprise and vocational programs which have been recognised) Tj T* 0.027 Tc 0.009 Tw (nationally ... At our school, 75% leave for Hobart [for senior secondary) Tj T* 0.0334 Tc 0.0026 Tw (schooling] and 25% stay to do VET courses in hospitality and) Tj T* 0.0393 Tc 0 Tw (aquaculture) Tj 63 0 TD /F1 12 Tf 0 Tc ( \(Tasmanian teacher quoted in YRC Survey Report page) Tj -63 -13.92 TD (43\).) Tj ET endstream endobj 105 0 obj 4277 endobj 103 0 obj << /Type /Page /Parent 91 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 104 0 R >> endobj 107 0 obj << /Length 108 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (30) Tj -207 721.32 TD /F1 12 Tf 0 Tc (The value of engaging interested students in TAFE programs even during the) Tj 0 -13.8 TD (compulsory years of schooling is now being accepted.) Tj 36 -27.6 TD /F2 12 Tf 0.0279 Tc 0.0081 Tw (The new policy is that TAFE is able to provide access to students at) Tj 0 -13.92 TD 0.0381 Tc -0.0021 Tw (any age to their programs, and it's anticipated in the broadening of) Tj T* 0.0252 Tc 0.0108 Tw (the options in those post-compulsory years that TAFE will play a part) Tj T* 0.0316 Tc 0.0044 Tw (within that provision as much as schools will. We now have a range) Tj T* 0.0366 Tc -0 Tw (of Vocational Education and Training programs that are now coming) Tj T* 0.0373 Tc -0.0013 Tw (down to Years 9 and 10 and implied in that is access to TAFE) Tj T* 0.0136 Tc 0.0224 Tw (programs, TAFE facilities ) Tj 137.52 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Don Tyrer, General Manager, School) Tj -137.52 -13.92 TD (Programs Division, Victorian Department of Employment, Education) Tj 0 -13.8 TD (and Training, Melbourne hearing\).) Tj -36 -29.88 TD /F0 14.04 Tf 0.0034 Tc (Staff) Tj 0 -28.08 TD /F1 12 Tf 0 Tc (In all States and the Northern Territory one consistent theme was that rural and) Tj 0 -13.8 TD (remote schools are difficult to staff. Disincentives affecting both recruitment) Tj T* (and retention of teachers in rural and remote schools include isolation and the) Tj T* (cost of travel, the cost of living including higher telephone, food and power) Tj T* (costs, poor quality and often expensive housing and limited opportunities to) Tj T* (participate in professional development with resulting impacts on promotional) Tj T* (opportunities.) Tj 0 -27.84 TD /F4 12 Tf (Disincentives) Tj 0 -27.6 TD /F1 12 Tf (Teachers responding to the Youth Research Centre survey identified personal) Tj 0 -13.8 TD (costs as very significant and also reported lack of access to professional) Tj T* (development as a real disincentive.) Tj 0 -27.96 TD /F0 12 Tf 0.0132 Tc 0.0348 Tw (Disincentives for teachers in communities under 10,000 - % of) Tj 0 -14.16 TD 0.0142 Tc 0 Tw (respondents) Tj 132.96 -27.12 TD /F0 9.96 Tf 0.0178 Tc (NSW) Tj 42.6 0 TD 0.0817 Tc (NT) Tj 35.4 0 TD 0.0422 Tc (Qld) Tj 35.4 0 TD -0.1972 Tc (SA) Tj 35.52 0 TD 0.043 Tc (Tas) Tj 35.4 0 TD -0.0134 Tc (Vic) Tj 35.4 0 TD -0.1367 Tc (WA) Tj ET 79.44 323.76 0.72 0.72 re f 79.44 323.76 0.72 0.72 re f 80.16 323.76 132.24 0.72 re f 212.4 323.76 0.72 0.72 re f 213.12 323.76 41.88 0.72 re f 255 323.76 0.72 0.72 re f 255.72 323.76 34.68 0.72 re f 290.4 323.76 0.72 0.72 re f 291.12 323.76 34.68 0.72 re f 325.8 323.76 0.72 0.72 re f 326.52 323.76 34.8 0.72 re f 361.32 323.76 0.72 0.72 re f 362.04 323.76 34.68 0.72 re f 396.72 323.76 0.72 0.72 re f 397.44 323.76 34.68 0.72 re f 432.12 323.76 0.72 0.72 re f 432.84 323.76 34.8 0.72 re f 467.64 323.76 0.72 0.72 re f 467.64 323.76 0.72 0.72 re f 79.44 311.88 0.72 11.88 re f 212.4 311.88 0.72 11.88 re f 255 311.88 0.72 11.88 re f 290.4 311.88 0.72 11.88 re f 325.8 311.88 0.72 11.88 re f 361.32 311.88 0.72 11.88 re f 396.72 311.88 0.72 11.88 re f 432.12 311.88 0.72 11.88 re f 467.64 311.88 0.72 11.88 re f BT 85.2 301.92 TD /F1 9.96 Tf -0.0083 Tc -0.0205 Tw (Personal costs) Tj 132.96 0 TD -0.0332 Tc 0 Tw (32%) Tj 42.6 0 TD (38%) Tj 35.4 0 TD (26%) Tj 35.4 0 TD (30%) Tj 35.52 0 TD (28%) Tj 35.4 0 TD (16%) Tj 35.4 0 TD (37%) Tj ET 79.44 311.16 0.72 0.72 re f 80.16 311.16 132.24 0.72 re f 212.4 311.16 0.72 0.72 re f 213.12 311.16 41.88 0.72 re f 255 311.16 0.72 0.72 re f 255.72 311.16 34.68 0.72 re f 290.4 311.16 0.72 0.72 re f 291.12 311.16 34.68 0.72 re f 325.8 311.16 0.72 0.72 re f 326.52 311.16 34.8 0.72 re f 361.32 311.16 0.72 0.72 re f 362.04 311.16 34.68 0.72 re f 396.72 311.16 0.72 0.72 re f 397.44 311.16 34.68 0.72 re f 432.12 311.16 0.72 0.72 re f 432.84 311.16 34.8 0.72 re f 467.64 311.16 0.72 0.72 re f 79.44 299.76 0.72 11.4 re f 212.4 299.76 0.72 11.4 re f 255 299.76 0.72 11.4 re f 290.4 299.76 0.72 11.4 re f 325.8 299.76 0.72 11.4 re f 361.32 299.76 0.72 11.4 re f 396.72 299.76 0.72 11.4 re f 432.12 299.76 0.72 11.4 re f 467.64 299.76 0.72 11.4 re f BT 85.2 289.8 TD -0.0221 Tc -0.0067 Tw (Professional development) Tj 132.96 0 TD -0.0332 Tc 0 Tw (63%) Tj 42.6 0 TD (23%) Tj 35.4 0 TD (42%) Tj 35.4 0 TD (38%) Tj 35.52 0 TD (41%) Tj 35.4 0 TD (61%) Tj 35.4 0 TD (41%) Tj ET 79.44 299.04 0.72 0.72 re f 80.16 299.04 132.24 0.72 re f 212.4 299.04 0.72 0.72 re f 213.12 299.04 41.88 0.72 re f 255 299.04 0.72 0.72 re f 255.72 299.04 34.68 0.72 re f 290.4 299.04 0.72 0.72 re f 291.12 299.04 34.68 0.72 re f 325.8 299.04 0.72 0.72 re f 326.52 299.04 34.8 0.72 re f 361.32 299.04 0.72 0.72 re f 362.04 299.04 34.68 0.72 re f 396.72 299.04 0.72 0.72 re f 397.44 299.04 34.68 0.72 re f 432.12 299.04 0.72 0.72 re f 432.84 299.04 34.8 0.72 re f 467.64 299.04 0.72 0.72 re f 79.44 287.64 0.72 11.4 re f 79.44 286.92 0.72 0.72 re f 79.44 286.92 0.72 0.72 re f 80.16 286.92 132.24 0.72 re f 212.4 287.64 0.72 11.4 re f 212.4 286.92 0.72 0.72 re f 213.12 286.92 41.88 0.72 re f 255 287.64 0.72 11.4 re f 255 286.92 0.72 0.72 re f 255.72 286.92 34.68 0.72 re f 290.4 287.64 0.72 11.4 re f 290.4 286.92 0.72 0.72 re f 291.12 286.92 34.68 0.72 re f 325.8 287.64 0.72 11.4 re f 325.8 286.92 0.72 0.72 re f 326.52 286.92 34.8 0.72 re f 361.32 287.64 0.72 11.4 re f 361.32 286.92 0.72 0.72 re f 362.04 286.92 34.68 0.72 re f 396.72 287.64 0.72 11.4 re f 396.72 286.92 0.72 0.72 re f 397.44 286.92 34.68 0.72 re f 432.12 287.64 0.72 11.4 re f 432.12 286.92 0.72 0.72 re f 432.84 286.92 34.8 0.72 re f 467.64 287.64 0.72 11.4 re f 467.64 286.92 0.72 0.72 re f 467.64 286.92 0.72 0.72 re f BT 85.2 266.28 TD -0.0302 Tc 0.0014 Tw (Source: YRC Survey Report pages 58 and 59.) Tj 18 -27.12 TD /F2 12 Tf 0.0373 Tc -0.0013 Tw (Some \(but not all\) [teachers] reported that they had been unable or) Tj 0 -13.92 TD 0.0325 Tc 0.0035 Tw (found it difficult to continue with further tertiary study due to their remote) Tj T* 0.0352 Tc 0.0008 Tw (location. Others felt out of touch with the latest teaching issues because) Tj T* 0.0284 Tc 0.0076 Tw (of decreased opportunities for outside examination marking at senior) Tj T* 0.0304 Tc 0.0056 Tw (levels or because of decreased contact and networking with teachers in) Tj T* 0.0152 Tc 0.0208 Tw (the same subject area from other schools) Tj 220.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(YRC Survey Report page 60\).) Tj -238.68 -27.96 TD /F4 12 Tf (Turnover) Tj 0 -27.6 TD /F1 12 Tf (Rural and remote schools have a higher staff turnover rate than metropolitan) Tj 0 -13.8 TD (schools \(Tomlinson 1994\). Staff retention rates can be an important) Tj T* (determinant of the quality of the education being delivered to rural and remote) Tj ET endstream endobj 108 0 obj 7008 endobj 106 0 obj << /Type /Page /Parent 91 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 107 0 R >> endobj 111 0 obj << /Length 112 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (31) Tj -207 721.32 TD /F1 12 Tf 0 Tc (children. High turnover of predominantly inexperienced teachers also has other) Tj 0 -13.8 TD (costs.) Tj 18 -27.6 TD /F2 12 Tf 0.026 Tc 0.01 Tw (Rural and remote schools provide the training ground for large numbers) Tj 0 -13.92 TD 0.034 Tc 0.002 Tw (of young teachers who then relocate to coastal areas, leaving rural and) Tj T* 0.037 Tc -0.001 Tw (remote schools with the financial burden of training the next intake.) Tj T* 0.0136 Tc 0.0224 Tw (Turnover of staff in coastal areas is small by comparison so the) Tj T* 0.0305 Tc 0.0055 Tw (associated training budget drain is less, and at the same time their) Tj T* 0.0234 Tc 0.0126 Tw (intake of staff comprises predominantly teachers fully trained and) Tj T* 0.0126 Tc 0.0234 Tw (returning from service in rural and remote areas) Tj 253.92 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Priority Country Area) Tj -253.92 -13.92 TD -0.0069 Tc 0.0069 Tw (Program \226 N-W Qld submission, pages 3-4\).) Tj -18 -27.6 TD 0 Tc 0 Tw (Reasonable stability in the staffing of rural and remote schools is necessary for) Tj 0 -13.8 TD (the following reasons, the inquiry was told by the Queensland Independent) Tj T* (Education Union.) Tj 18 -27.6 TD /F2 12 Tf 0.0339 Tc 0.0021 Tw (Both teachers and students benefit from stability and continuity in) Tj 0 -13.92 TD 0.0152 Tc 0.0208 Tw (program delivery. Teachers who stay one year or less in a school) Tj T* 0.0264 Tc 0.0096 Tw (experience difficulties in implementing programs through the lack of) Tj T* 0.0354 Tc 0 Tw (opportunity to modify the program to suit the changing needs of the) Tj T* 0.0291 Tc 0.0069 Tw (students and the school. Teachers are [normally] continually trialing and) Tj T* 0.0118 Tc 0.0242 Tw (modifying programs from year to year based on their experiences from) Tj T* 0.0263 Tc 0.0097 Tw (the previous year. If teachers are constantly changing in rural and) Tj T* 0.0295 Tc 0.0065 Tw (remote schools, students are disadvantaged in the learning activities) Tj T* 0.0264 Tc 0.0096 Tw (they experience.) Tj 0 -27.72 TD 0.0258 Tc 0.0102 Tw (Schools where staff constantly changes lack a sense of ) Tj -4.416 Tc 0 Tw (\221) Tj -0.012 Tc (community) Tj -4.536 Tc (\222) Tj 0.036 Tc (.) Tj 0 -13.92 TD 0.0393 Tc -0.0033 Tw (Stability in staffing can result in an overall feeling in the school of) Tj T* 0.0338 Tc 0.0022 Tw (common purpose and belonging thus providing an atmosphere where) Tj T* 0.0406 Tc -0.0046 Tw (teaching and learning can flourish.) Tj 0 -27.72 TD 0.0206 Tc 0.0154 Tw (Teachers develop skills through a continuum of experiences. Teachers) Tj 0 -13.92 TD 0.0248 Tc 0.0112 Tw (are learners who thrive in a stable environment. If teachers constantly) Tj T* 0.0291 Tc 0.0069 Tw (move from one school to another the continuity of their development as) Tj T* 0.0224 Tc 0.0136 Tw (teachers is interrupted.) Tj 0 -27.72 TD 0.0131 Tc 0.0229 Tw (Teachers who move from school to school ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0427 Tc -0.0067 Tw (are disadvantaged in) Tj 0 -13.92 TD 0.0238 Tc 0.0122 Tw (terms of career development and promotion [as] continued breaks in) Tj T* 0.0274 Tc 0.0086 Tw (continuity of employment results in an interruption to skill acquisition ) Tj 5.064 Tc 0 Tw (\205) Tj T* /F1 12 Tf 0 Tc (\(Qld Independent Education Union submission, pages 9-10\).) Tj -18 -27.6 TD (Students throughout Australia were critical of the inexperience and high) Tj 0 -13.8 TD (turnover of their teachers.) Tj 18 -27.6 TD /F2 12 Tf 0.0195 Tc 0.0165 Tw (The situation is that first year out teachers come to Bourke as their first) Tj 0 -13.92 TD 0.0325 Tc 0.0035 Tw (appointment. A lot of the teachers here, Bourke is their only experience.) Tj T* 0.0321 Tc 0.0039 Tw (Last year we got three new executive [principals, deputy principals and) Tj T* 0.0296 Tc 0.0064 Tw (head teachers are ) Tj -4.416 Tc 0 Tw (\221) Tj 0.0084 Tc (executives) Tj -4.536 Tc (\222) Tj 0.0302 Tc 0.0058 Tw (] at the same time. And for the HSC) Tj T* 0.012 Tc 0.024 Tw (marking our teachers aren) Tj -4.536 Tc 0 Tw (\222) Tj 0.0352 Tc 0.0008 Tw (t released to do it because they can) Tj -4.536 Tc 0 Tw (\222) Tj 0.0576 Tc -0.0216 Tw (t get a) Tj T* 0.0299 Tc 0.0061 Tw (casual to come out and relieve them. So only one of our teachers has) Tj ET endstream endobj 112 0 obj 4576 endobj 109 0 obj << /Type /Page /Parent 110 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 111 0 R >> endobj 114 0 obj << /Length 115 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (32) Tj -189 721.32 TD /F2 12 Tf 0.0161 Tc 0.0199 Tw (ever marked the HSC. No other teachers have ever marked it and so) Tj 0 -13.92 TD 0.0176 Tc 0.0184 Tw (they lack the experience to prepare us for HSC exams) Tj 289.08 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting) Tj -289.08 -13.92 TD (in Bourke NSW\).) Tj -18 -27.6 TD (Recruitment and retention difficulties mean that a disproportionate number of) Tj 0 -13.8 TD (country teachers are inexperienced and English as a Second Language \(ESL\),) Tj T* (maths, science and information technology \(IT\) staff, in particular, are in short) Tj T* (supply.) Tj 18 -27.6 TD /F2 12 Tf 0.0344 Tc 0.0016 Tw (Small rural schools have always had a problem with finding then) Tj 0 -13.92 TD 0.033 Tc 0.003 Tw (keeping specialist staff. A looming teacher shortage will exacerbate the) Tj T* 0.0312 Tc 0.0048 Tw (problem; however, a lack of Maths, Science and Information Technology) Tj T* 0.0319 Tc 0.0041 Tw (teachers has had an impact in our area already. Consequently in all) Tj T* 0.024 Tc 0.012 Tw (rural schools you have staff teaching out of their faculty areas. This) Tj T* 0.0438 Tc -0.0078 Tw (cannot be for the overall good of the student) Tj 236.16 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Trangie Central School) Tj -236.16 -13.92 TD (NSW submission\).) Tj -18 -27.6 TD (Many schools also have difficulty offering music and other arts subjects.) Tj 18 -27.6 TD /F2 12 Tf 0.0314 Tc 0.0046 Tw (At Cowell last year we had a perfect example of this for a senior) Tj 0 -13.92 TD 0.0313 Tc 0.0047 Tw (secondary student in that she wanted to study music in Year 12. Well) Tj T* 0.034 Tc 0.002 Tw (she was the only student studying the clarinet over the telephone from) Tj T* 0.0493 Tc -0.0133 Tw (Adelaide one lesson a week, but she had nothing to look at because the) Tj T* 0.0392 Tc -0.0032 Tw (Sharevision didn) Tj -4.536 Tc 0 Tw (\222) Tj 0.0277 Tc 0.0083 Tw (t work and of course as part of it she was required to) Tj T* 0.0253 Tc 0.0107 Tw (play as part of an orchestra. Very difficult to do by yourself. So her) Tj T* 0.0335 Tc 0.0025 Tw (parents had to drive her because she didn) Tj -4.536 Tc 0 Tw (\222) Tj 0.024 Tc 0.012 Tw (t have her licence yet, to drive) Tj T* 0.0162 Tc 0.0198 Tw (her to Whyalla so there was over 100kms there and over 100kms back) Tj T* 0.0297 Tc 0.0063 Tw (and even though she was year 12 she missed all of her other subjects) Tj T* 0.0384 Tc -0.0024 Tw (that day whenever she had to go to Whyalla so she had to spend extra) Tj T* 0.0344 Tc 0.0016 Tw (time weekends. If it weren) Tj -4.536 Tc 0 Tw (\222) Tj 0.0337 Tc 0.0023 Tw (t for the teachers who used to teach her those) Tj T* 0.0326 Tc 0.0034 Tw (extra things on weekends she would not \226 and she did, she passed year) Tj T* 0.0421 Tc -0.0061 Tw (12 at a huge expense to her parents because we couldn) Tj -4.536 Tc 0 Tw (\222) Tj 0.035 Tc 0.001 Tw (t afford to pay) Tj T* 0.0276 Tc 0.0084 Tw (them CAP [Country Areas Program] all the time because our CAP had) Tj T* 0.0419 Tc -0.0059 Tw (been reduced as well and she was one student looking for one subject,) Tj T* 0.0287 Tc 0.0073 Tw (but she had a right to it the same as everybody else) Tj 276 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Jan Burton,) Tj -276 -13.92 TD (Principal of Cowell Area School, Port Lincoln SA hearing\).) Tj -18 -27.6 TD (High staff turnover creates particular difficulties in maintaining continuity in) Tj 0 -13.8 TD (offering of languages and sports \(YRC Survey Report page 50\).) Tj ET endstream endobj 115 0 obj 3751 endobj 113 0 obj << /Type /Page /Parent 110 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 114 0 R >> endobj 117 0 obj << /Length 118 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (33) Tj -207 721.08 TD /F4 12 Tf 0 Tc (Incentives) Tj 0 -27.6 TD /F1 12 Tf (Government education departments offer varying incentives and) Tj 0 -13.8 TD (compensations to teachers willing to move to the country. Incentives include) Tj T* (additional ) Tj -4.32 Tc (\221) Tj 0 Tc (points) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (earned towards preferential transfers, additional days of) Tj T* (annual leave, a locality allowance and subsidised housing. In the NT, for) Tj T* (example, teachers qualify for a ) Tj -4.32 Tc (\221) Tj 0 Tc (Professional) Tj -4.32 Tc (\222) Tj 0 Tc (s Isolation Allowance) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (of between) Tj T* ($330 and $1,320 annually. In Tasmania the locality allowance varies between) Tj T* ($325 and $2,555 per annum and in Victoria between $169 and $439 per) Tj T* (annum. However) Tj 18 -27.6 TD /F2 12 Tf 0.0301 Tc 0.0059 Tw (Rural and remote teaching staff suggest that the existing strategies only) Tj 0 -13.92 TD 0.0365 Tc -0 Tw (partially mitigate the conditions under which they operate) Tj 303.36 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(public) Tj -303.36 -13.92 TD (meeting in Weipa Qld\).) Tj 0 -27.6 TD /F2 12 Tf 0.031 Tc 0.005 Tw (The current incentives [in South Australia] reward the teachers who) Tj 0 -13.92 TD 0.0402 Tc -0.0042 Tw (want to be in the country and have had little impact on increasing the) Tj T* 0.0278 Tc 0.0082 Tw (number of applicants for country positions \226 both teaching and) Tj T* 0.029 Tc 0.007 Tw (leadership. Incentives may need to include free housing, access to a) Tj T* 0.0171 Tc 0.0189 Tw (car, significant pay differences and access to free tertiary study ) Tj 339.48 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Open) Tj -339.48 -13.92 TD (Access College SA submission, page 2\)) Tj 213.36 0 TD /F2 12 Tf 0.036 Tc (.) Tj -213.36 -27.72 TD 0.0186 Tc 0.0174 Tw (The current incentive scheme [in NSW] may attract people to rural areas) Tj 0 -13.92 TD 0.0318 Tc 0.0042 Tw (but once they are there the incentive is to leave rather than remain,) Tj T* 0.0152 Tc 0.0208 Tw (even for just an extra year or so) Tj 169.44 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(anonymous submission\)) Tj 137.16 0 TD /F2 12 Tf 0.036 Tc (.) Tj -324.6 -27.72 TD /F1 12 Tf -0.004 Tc 0.004 Tw (Incentive schemes are much more limited \226 both geographically and as to) Tj 0 -13.8 TD -0.0039 Tc 0.0039 Tw (quantum \226 in the non-government school sector. In the Wilcannia-Forbes) Tj T* 0 Tc 0 Tw (Diocese in NSW, for example) Tj 18 -27.6 TD /F2 12 Tf 0.0312 Tc 0.0048 Tw (We have offered them incentives. We paid their final year of HECS. We) Tj 0 -13.92 TD 0.0354 Tc 0 Tw (offer them $500 extra in their first year, $750 in the second and $1 000) Tj T* 0.0461 Tc -0.0101 Tw (in the third. We also allow them to take two additional long weekends) Tj T* 0.0388 Tc -0.0028 Tw (throughout the year) Tj 104.64 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Ken Rodwell, Wilcannia-Forbes Catholic Education) Tj -104.64 -13.92 TD (Office, Brewarrina NSW hearing\).) Tj -18 -27.84 TD /F4 12 Tf (Teacher training) Tj 0 -27.6 TD /F1 12 Tf (Dr David McSwan, Director of the Rural Education Research and Development) Tj 0 -13.8 TD (Centre at James Cook University in Townsville Qld, advised the inquiry) Tj 18 -27.6 TD /F2 12 Tf 0.0192 Tc 0.0168 Tw (While incentives are important, many studies \(including overseas\) have) Tj 0 -13.92 TD 0.025 Tc 0.011 Tw (demonstrated that the most effective approach is to recruit trainee) Tj T* 0.0152 Tc 0.0208 Tw (professionals from rural and remote areas. Accordingly, it is) Tj T* 0.0258 Tc 0.0102 Tw (recommended that Universities be funded to provide for teacher) Tj T* 0.0282 Tc 0.0078 Tw (education programs which would provide community-based training and) Tj T* 0.0257 Tc 0.0103 Tw (target local mature-age entrants) Tj 170.64 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Dr David McSwan submission, page) Tj -170.64 -13.92 TD (1\).) Tj ET endstream endobj 118 0 obj 4180 endobj 116 0 obj << /Type /Page /Parent 110 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 117 0 R >> endobj 120 0 obj << /Length 121 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (34) Tj -207 721.32 TD /F1 12 Tf 0 Tc (James Cook University has established a Remote Area Teacher Education) Tj 0 -13.8 TD (Program \(RATEP\) to implement this approach.) Tj 18 -27.6 TD /F2 12 Tf 0.0083 Tc 0.0277 Tw (RATEP is an intersystemic partnership comprising James Cook) Tj 0 -13.92 TD 0.0306 Tc 0.0054 Tw (University, Education Queensland, Far North Queensland Institute of) Tj T* 0.0263 Tc 0.0097 Tw (TAFE, and Aboriginal and Torres Strait Islander communities ) Tj 5.064 Tc 0 Tw (\205) Tj 0 -27.84 TD 0.0312 Tc 0.0048 Tw (Students commence with a two-year component in TAFE, graduating) Tj 0 -13.92 TD 0.0295 Tc 0.0065 Tw (with a Diploma in Education. A further three years of study through JCU) Tj T* 0.0384 Tc -0.0024 Tw (qualifies students for a Bachelor of Education degree. RATEP students) Tj T* 0.0156 Tc 0.0204 Tw (study the same subjects and complete the same core requirements as) Tj T* 0.03 Tc 0.006 Tw (on-campus B.Ed. students. All ) Tj -4.416 Tc 0 Tw (\221) Tj 0.009 Tc (lectures) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.0213 Tc 0.0147 Tw (are provided through computer-) Tj T* 0.0169 Tc 0.0191 Tw (based interactive multimedia \(CD-ROM\) courseware or on the World) Tj T* 0.033 Tc 0.003 Tw (Wide Web. Tutorials are held by teleconferences and WebBoard) Tj T* 0.0154 Tc 0.0206 Tw (discussion groups, supervised by an on-site teacher-coordinator \(tutor\)) Tj T* 5.064 Tc 0 Tw (\205) Tj 0 -27.84 TD 0.0419 Tc -0.0059 Tw (RATEP commenced in 1990. To date, it has graduated 69 qualified) Tj 0 -13.92 TD 0.0356 Tc 0 Tw (teachers, which is 26% of the Indigenous teachers in Queensland.) Tj T* 0.0372 Tc -0.0012 Tw (RATEP has a completion rate significantly higher than other Indigenous) Tj T* 0.0286 Tc 0.0074 Tw (teacher education programs: approx 85%. Students attribute much of) Tj T* 0.0193 Tc 0.0167 Tw (this success to the fact that they can study in their home communities, in) Tj T* 0.0176 Tc 0.0184 Tw (the midst of extensive family and community support networks. Apart) Tj T* 0.0315 Tc 0.0045 Tw (from a two-week orientation period and the third year school experience) Tj T* 0.0274 Tc 0.0086 Tw (practicum, all study is done at the RATEP site.) Tj 0 -27.84 TD 0.0222 Tc 0.0138 Tw (Most RATEP graduates work in community schools and schools in) Tj 0 -13.92 TD 0.0347 Tc 0.0013 Tw (remote locations, but a number have taken positions in regional and) Tj T* 0.0263 Tc 0.0097 Tw (metropolitan areas. Four RATEP graduates have become school) Tj T* 0.021 Tc 0.015 Tw (principals and others have positions of responsibility such as Teacher-in-) Tj T* 0.03 Tc 0 Tw (Charge) Tj 39.48 0 TD /F1 12 Tf 0 Tc ( \(Dr David McSwan, Rural Education Research and Development) Tj -39.48 -13.92 TD (Centre, James Cook University Qld, submission, pages 3-4\).) Tj -18 -27.6 TD (Similar models for training local Indigenous teachers in their home communities) Tj 0 -13.8 TD (have been introduced by Batchelor Institute in the NT, Notre Dame University) Tj T* (in Broome WA and the NSW Department of Education and Training in) Tj T* (Boggabilla NSW \(Community-based Indigenous Teacher Education Program or) Tj T* -4.32 Tc (\221) Tj 0 Tc (CITEP) Tj -4.32 Tc (\222) Tj 0 Tc (\).) Tj 0 -27.6 TD (Most education departments have begun discussions about the need for) Tj 0 -13.8 TD (specific rural recruitment strategies and the need to include information about) Tj T* (rural and remote schools in teacher training qualifications \(Robert Laird,) Tj T* (Australian Education Union \(NT\), Darwin hearing\). The Catholic Education) Tj T* (Office in WA has compiled a video and training program called ) Tj -4.32 Tc (\221) Tj 0 Tc (Kimberley) Tj T* (Calling) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (which provides a real picture of remote school communities and) Tj T* (outlines the attractions and the challenges of remote school teaching.) Tj T* (Kimberley-based teachers assist in an information session for new recruits and) Tj T* (participate in the selection process. Since the development of ) Tj -4.32 Tc (\221) Tj 0 Tc (Kimberley) Tj T* (Calling) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (in 1998, 18 teachers have been recruited to the Kimberley. After one) Tj T* (year, 17 were still working in the region. Similarly in Queensland) Tj ET endstream endobj 121 0 obj 4523 endobj 119 0 obj << /Type /Page /Parent 110 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 120 0 R >> endobj 123 0 obj << /Length 124 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (35) Tj -189 707.52 TD /F2 12 Tf 0.0177 Tc 0.0183 Tw (The Queensland University of Technology \(QUT\) and ICPA \226 Qld Inc.) Tj 0 -13.92 TD 0.0249 Tc 0.0111 Tw (have developed a partnership program for QUT student teachers to) Tj T* 0.0176 Tc 0.0184 Tw (undertake practicums at schools in rural and remote areas of) Tj T* 0.0288 Tc 0.0072 Tw (Queensland. This program enables student teachers to gain first-hand) Tj T* 0.0356 Tc 0 Tw (experience teaching in small schools, along with the opportunity to) Tj T* 0.0416 Tc -0.0056 Tw (develop an understanding of living and working in rural/isolated) Tj T* 0.0236 Tc 0.0124 Tw (communities. One of the significant outcomes of this program has been) Tj T* 0.0188 Tc 0.0172 Tw (that many of the students \(the majority of whom are from the city\) have) Tj T* 0.0376 Tc -0.0016 Tw (applied for and accepted teaching appointments to schools in rural and) Tj T* 0.0028 Tc 0.0332 Tw (remote communities ) Tj 111.24 0 TD /F1 12 Tf 0 Tc 0 Tw (\(ICPA Australia submission, page 14\)) Tj 200.04 0 TD /F1 11.04 Tf 0.0288 Tc (.) Tj -329.28 -27.72 TD /F1 12 Tf 0 Tc (Also in Queensland) Tj 18 -27.6 TD /F2 12 Tf 0.0248 Tc 0.0112 Tw (The University of Southern Queensland includes a mandatory course) Tj 0 -13.92 TD 0.031 Tc 0.005 Tw (component 'Teaching in Small Rural Communities', along with the) Tj T* 0.0339 Tc 0.0021 Tw (requirement for all Bachelor of Education students to complete their final) Tj T* 0.0316 Tc 0.0044 Tw (practicum in a small rural school and the option to complete additional) Tj T* 0.0301 Tc 0.0059 Tw (experiences such as the Isolated 黑料情报站's Project and the Isolated) Tj T* 0.024 Tc 0.012 Tw (Schools' Project) Tj 85.92 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA Australia submission, page 14\).) Tj -103.92 -27.96 TD /F4 12 Tf (Professional development) Tj 0 -27.6 TD /F1 12 Tf (The difficulties of offering professional development opportunities to rural and) Tj 0 -13.8 TD (remote teachers include costs of travel to the large regional centre or capital) Tj T* (city for training and the costs of employing casual replacement teachers, if they) Tj T* (can be located. In this context the inquiry was pleased to hear of cross-sectoral) Tj T* (co-operation in South Australia and elsewhere.) Tj 18 -27.6 TD /F2 12 Tf 0.03 Tc 0.006 Tw (I think that in rural centres the availability of professional development is) Tj 0 -13.92 TD 0.0396 Tc -0.0036 Tw (something that all schools have been able to participate in. I think the) Tj T* 0.0513 Tc -0.0153 Tw (collegiality between non) Tj 128.04 0 TD 0.018 Tc 0.018 Tw (-government and government schools in rural) Tj -128.04 -13.92 TD 0.028 Tc 0.008 Tw (areas is considerably better than it is in the urban areas) Tj 296.04 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Barry Morrison,) Tj -296.04 -13.92 TD (Association of Non-Government Education Employees SA, Adelaide) Tj 0 -13.8 TD (hearing\).) Tj -18 -29.88 TD /F0 14.04 Tf 0.0275 Tc (Facilities) Tj 0 -28.08 TD /F1 12 Tf 0 Tc (Students were particularly critical of the library and sporting facilities at their) Tj 0 -13.8 TD (country schools.) Tj 18 -27.6 TD /F2 12 Tf 0.0504 Tc -0.0144 Tw (We don) Tj -4.536 Tc 0 Tw (\222) Tj 0.0455 Tc -0.0095 Tw (t have enough textbooks and what we do have are badly) Tj 0 -13.92 TD 0.0237 Tc 0.0123 Tw (damaged. Two of us have Business Studies class from 3 ) Tj -4.416 Tc 0 Tw (\221) Tj 0.059 Tc -0.023 Tw (til 7 and at the) Tj T* 0.0207 Tc 0.0153 Tw (moment we can) Tj -4.536 Tc 0 Tw (\222) Tj 0.0284 Tc 0.0076 Tw (t have textbooks each because it) Tj -4.536 Tc 0 Tw (\222) Tj 0.0147 Tc 0.0213 Tw (s our last and it costs) Tj T* 0.0204 Tc 0.0156 Tw (too much to order two just for us. Our teacher has ) Tj 268.56 0 TD 0.054 Tc 0 Tw (to) Tj 10.08 0 TD 0.0386 Tc -0.0026 Tw ( photocopy pages) Tj -278.64 -13.92 TD 0.0474 Tc -0.0114 Tw (out of the book and then give them to us. And that) Tj -4.536 Tc 0 Tw (\222) Tj 0.0374 Tc -0.0014 Tw (s the same with Legal) Tj 0 -13.92 TD 0.0504 Tc -0.0144 Tw (Studies too ) Tj 63.72 0 TD /F1 12 Tf 0 Tc 0 Tw (\(student meeting in Bourke NSW\).) Tj -63.72 -27.72 TD /F2 12 Tf 0.0407 Tc -0.0047 Tw (All we have is an open basketball court and a netball court which is a) Tj 0 -13.92 TD 0.029 Tc 0.007 Tw (personal hazard. The grass is growing through the court and there) Tj -4.536 Tc 0 Tw (\222) Tj -0.072 Tc (s) Tj ET endstream endobj 124 0 obj 4655 endobj 122 0 obj << /Type /Page /Parent 110 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 123 0 R >> endobj 126 0 obj << /Length 127 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (36) Tj -189 721.32 TD /F2 12 Tf 0.0191 Tc 0.0169 Tw (glass over the court and both courts are cracked ... If it) Tj -4.536 Tc 0 Tw (\222) Tj 0.0393 Tc -0.0033 Tw (s raining, we) Tj 0 -13.92 TD 0.0269 Tc 0.0091 Tw (miss out on sport. If it has rained, people can slip over) Tj 287.88 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting) Tj -287.88 -13.92 TD (in Brewarrina NSW\).) Tj 0 -27.72 TD /F2 12 Tf 0.0397 Tc -0.0037 Tw (We want a swimming pool. 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Tj -74.76 -27.72 TD /F2 12 Tf 0.0328 Tc 0.0032 Tw (The potential of technology for reducing rural and remote students) Tj -4.536 Tc 0 Tw (\222) Tj 0 -13.92 TD 0.0228 Tc 0.0132 Tw (isolation and lack of access to information is enormous. Currently due to) Tj T* 0.0396 Tc -0.0036 Tw (high costs, technology is widening the gap between students in city) Tj T* 0.0298 Tc 0.0062 Tw (locations and rural and remote locations) Tj 213.48 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(SA Independent Schools) Tj -213.48 -13.92 TD (Board submission, page 20\).) Tj -18 -27.6 TD (Parent, teacher and student responses to the YRC survey revealed) Tj 0 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (almost all students had access to computers at school) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (the majority had access to the internet at school) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (many had access to a computer at home) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (far fewer students had access to the internet at home \(Survey Report) Tj 0 -13.8 TD (page 52\).) Tj -18 -27.6 TD (Information technologies offer exciting opportunities for delivering education) Tj 0 -13.8 TD (to very remote and isolated students. Video conferencing, for example, can) Tj T* (enable very small and isolated student cohorts to participate directly in) Tj T* (classes delivered to a larger group in a larger centre.) Tj 18 -27.6 TD /F2 12 Tf 0.0275 Tc 0.0085 Tw (For example, in north eastern Victoria, one or two students in a small) Tj 0 -13.92 TD 0.0448 Tc -0.0088 Tw (rural school are able to learn a language that is being taught at another) Tj T* 0.0283 Tc 0.0077 Tw (school. The student is part of the class and can interact directly with the) Tj T* 0.024 Tc 0 Tw (teacher) Tj 40.2 0 TD /F1 12 Tf 0 Tc ( \(YRC Survey Report page 53\).) Tj -58.2 -27.72 TD (All States and Territories have established plans for the development of) Tj 0 -13.8 TD (information and communications technology in government schools. They) Tj T* (include goals for achieving a required ratio of students per computer or) Tj T* (computers per school within a set period and providing access to the) Tj T* (internet for all schools.) Tj 0 -27.6 TD (However, there are significant differences among States and Territories in) Tj 0 -13.8 TD (their strategies, including the level of resources committed. They range) Tj T* (from relatively minimal plans that provide basic ISDN quality connections to) Tj ET endstream endobj 127 0 obj 4265 endobj 125 0 obj << /Type /Page /Parent 110 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 15 0 R >> /ProcSet 2 0 R >> /Contents 126 0 R >> endobj 130 0 obj << /Length 131 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (37) Tj -207 721.32 TD /F1 12 Tf 0 Tc (more substantial plans including comprehensive professional development) Tj 0 -13.8 TD (programs for teachers.) Tj 18 -27.6 TD /F2 12 Tf 0.0326 Tc 0.0034 Tw (The introduction of IT in schools has been characterised by inadequate) Tj 0 -13.92 TD 0.035 Tc 0.001 Tw (levels of training and professional development, technical support and) Tj T* 0.0366 Tc -0 Tw (occupational health and safety information. There has been competition) Tj T* 0.0229 Tc 0.0131 Tw (for scarce resources in schools and a haphazard approach to whole) Tj T* 0.0259 Tc 0.0101 Tw (school IT development) Tj 121.08 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Qld Independent Education Union submission,) Tj -121.08 -13.92 TD (page 11\).) Tj -18 -27.6 TD (The inquiry was told that, generally, rural non-government schools are) Tj 0 -13.8 TD (struggling to keep up with information technology advances in government) Tj T* (schools.) Tj 18 -27.6 TD /F2 12 Tf 0.0205 Tc 0.0155 Tw ([C]ountry non-government schools such as ours are also endeavouring) Tj 0 -13.92 TD 0.0344 Tc 0.0016 Tw (to keep up with the developments in technology. However, in most) Tj T* 0.0396 Tc -0.0036 Tw (cases we are doing it alone and on very tight budgets ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0322 Tc 0 Tw ([U]nfortunately,) Tj T* 0.0356 Tc 0 Tw (we do not have a big organisation such as a Government body that can) Tj T* 0.0272 Tc 0.0088 Tw (inject considerable funds into this particular area over a short period as) Tj T* 0.0254 Tc 0.0106 Tw (is the case in the Government schools. Our development in this area will) Tj T* 0.0238 Tc 0.0122 Tw (thus be a far longer process and, therefore, in some ways places our) Tj T* 0.0258 Tc 0.0102 Tw (students at a disadvantage compared to our Government school) Tj T* 0.0306 Tc 0.0054 Tw (colleagues. This disadvantage, of course, would be far more) Tj T* 0.0336 Tc 0.0024 Tw (pronounced in the more remote areas of the State) Tj 266.52 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(St Mary) Tj -4.32 Tc (\222) Tj 0 Tc (s College) Tj -266.52 -13.92 TD (Gunnedah NSW submission, page 2\).) Tj -18 -27.6 TD (Despite the many positive programs, access to appropriate technology) Tj 0 -13.8 TD (infrastructure and maintenance support remains problematic for many rural) Tj T* (and remote students in Australia. The inquiry received similar complaints from) Tj T* (Queensland) Tj 18 -27.6 TD /F2 12 Tf 0.0236 Tc 0.0124 Tw ([T]here are significant numbers of rural communities and nearly the total) Tj 0 -13.92 TD 0.018 Tc 0.018 Tw (number of remotely located families that receive no or very poor) Tj T* 0.0252 Tc 0.0108 Tw (standards of service. It is estimated that only 12,000 of Australia's) Tj T* 0.0328 Tc 0.0032 Tw (120,000 productive farms have access to the internet and then often) Tj T* 0.0274 Tc 0.0086 Tw (with high costs and poor service quality.) Tj 0 -27.84 TD 0.018 Tc 0.018 Tw (Currently, Australian rural and remote areas are characterised by limited) Tj 0 -13.92 TD 0.0219 Tc 0.0141 Tw (access to Internet Service Providers \(ISPs\), higher telephone costs and) Tj T* 0.0275 Tc 0.0085 Tw (very slow internet access speed if available at all.) Tj 0 -27.84 TD 0.0349 Tc 0.0011 Tw (Within the state education system of Queensland there has been) Tj 0 -13.92 TD 0.0219 Tc 0.0141 Tw (significant improvement in the provision of internet services to the rural) Tj T* 0.0337 Tc 0.0023 Tw (school site through the Connect Ed initiative. Alas, no program has) Tj T* 0.0225 Tc 0.0135 Tw (attempted to address the accessibility of technology for remotely) Tj T* 0.0352 Tc 0 Tw (isolated students) Tj 90.48 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Priority Country Area Program Qld State Council) Tj -90.48 -13.92 TD (submission, pages 5 and 6\).) Tj -18 -27.6 TD (Victoria) Tj ET endstream endobj 131 0 obj 4047 endobj 128 0 obj << /Type /Page /Parent 129 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 130 0 R >> endobj 133 0 obj << /Length 134 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (38) Tj -189 721.32 TD /F2 12 Tf 0.0272 Tc 0.0088 Tw (Technology support is severely hindered by the following factors) Tj 0 -14.76 TD /F3 12 Tf -6.348 Tc 0 Tw (\267) Tj 18 0 TD /F2 12 Tf 0.0204 Tc 0.0156 Tw (access to service providers who are not only reasonable in cost but) Tj 0 -13.92 TD 0.0336 Tc 0.0024 Tw (are also effective and reliable in the provision of their support) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc 0 Tw (\267) Tj 18 0 TD /F2 12 Tf 0.0183 Tc 0.0177 Tw (the cost of internet access in rural and remote Australia is far more) Tj 0 -13.92 TD 0.0269 Tc 0.0091 Tw (inhibitive than our city counterparts) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc 0 Tw (\267) Tj 18 0 TD /F2 12 Tf 0.0261 Tc 0.0099 Tw (computer expertise in servicing and back up support of stand alone) Tj 0 -13.92 TD 0.0311 Tc 0.0049 Tw (and networked computers, within the local or regional environment is) Tj T* 0.0301 Tc 0.0059 Tw (sorely lacking and hence, leads to exorbitant costs or long 'down) Tj T* -0.012 Tc 0 Tw (times') Tj 30.84 0 TD /F1 12 Tf 0 Tc ( \(St Mary) Tj -4.32 Tc (\222) Tj 0 Tc (s School Swan Hill Vic submission, page 1\).) Tj -66.84 -27.72 TD (Western Australia) Tj 18 -27.6 TD /F2 12 Tf 0.0311 Tc 0.0049 Tw (With the increasing use of technology in our modern world the families) Tj 0 -13.92 TD 0.0354 Tc 0 Tw (and children in rural and remote Australia are being left further and) Tj T* 0.0313 Tc 0.0047 Tw (further behind. They do not even have the basic equivalent services of) Tj T* 0.0287 Tc 0.0073 Tw (their city counterparts. Many people in remote Australia still have a) Tj T* 0.0276 Tc 0.0084 Tw (power system based in generators. To install a fully operational solar) Tj T* 0.0248 Tc 0.0112 Tw (power system can cost in the vicinity of $20-30,000 and the Government) Tj T* 0.0409 Tc -0.0049 Tw (rebate is for a total amount of $8,000.) Tj 0 -27.84 TD 0.0335 Tc 0.0025 Tw (At times the basic phone service does not work and people can be) Tj 0 -13.92 TD 0.0264 Tc 0.0096 Tw (without communication for several days. Many of the parents) Tj T* 0.0248 Tc 0.0112 Tw (themselves are not computer literate and they are trying to teach their) Tj T* 0.0302 Tc 0.0058 Tw (children to be computer literate. There needs to be far more training in) Tj T* 0.0338 Tc 0.0022 Tw (technology in the rural areas at an affordable cost to the participants) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(Raelene Hall, Neds Creek Station via Meekatharra WA, submission\).) Tj 0 -27.6 TD /F2 12 Tf 0.0197 Tc 0.0163 Tw (Technology is a focus for our school but we are extremely) Tj 0 -13.92 TD 0.0461 Tc -0.0101 Tw (disadvantaged. Even though we receive adequate funding there just) Tj T* 0.0323 Tc 0.0037 Tw (does not exist the support service needed. An example, we are setting) Tj T* 0.0335 Tc 0.0025 Tw (up a school computer network so that we might be able to provide) Tj T* 0.0167 Tc 0.0193 Tw (Internet facilities into classrooms. Existing staff members have limited) Tj T* 0.0135 Tc 0.0225 Tw (expertise. Contractors/computer providers can install the system but to) Tj T* 0.0379 Tc -0.0019 Tw (maintain the system we will be floundering. We learn as we go.) Tj T* 0.0349 Tc 0.0011 Tw (Metropolitan schools have a number of support people they can use) Tj T* 0.0315 Tc 0.0045 Tw (\(Ed dept and private companies\), all of whom are keen to offer) Tj T* 0.0112 Tc 0.0248 Tw (competitive quotes for such service ) Tj 191.28 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Steve Oakley, Broome Primary) Tj -191.28 -13.92 TD (School WA, submission\).) Tj -18 -27.6 TD (South Australia) Tj 18 -27.6 TD /F2 12 Tf 0.0398 Tc -0.0038 Tw (Videoconferencing for staff training and development has huge) Tj 0 -13.92 TD 0.0455 Tc -0.0095 Tw (potential, but little has been done to broaden the concept in country) Tj T* 0.0283 Tc 0.0077 Tw (areas. We believe this is due to the lack of technological infrastructure) Tj T* 0.0377 Tc -0.0017 Tw (and political will to hasten the process.) Tj 0 -27.72 TD 0.0141 Tc 0.0219 Tw (Technology in our rural area is abysmal. Our school has very limited) Tj 0 -13.92 TD 0.0236 Tc 0.0124 Tw (access to the internet which restricts our students from learning a whole) Tj T* 0.0347 Tc 0.0013 Tw (range of IT such as web pages and online learning and research. Our) Tj ET endstream endobj 134 0 obj 4553 endobj 132 0 obj << /Type /Page /Parent 129 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F3 15 0 R >> /ProcSet 2 0 R >> /Contents 133 0 R >> endobj 136 0 obj << /Length 137 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (39) Tj -189 721.32 TD /F2 12 Tf 0.0264 Tc 0.0096 Tw (access to the internet is very slow and can take up to 20 minutes to) Tj 0 -13.92 TD 0.0312 Tc 0.0048 Tw (download one item required for research.) Tj 0 -27.84 TD 0.0311 Tc 0.0049 Tw (We lack technical back up, training and equipment. Training teachers to) Tj 0 -13.92 TD 0.0294 Tc 0.0066 Tw (become expert in this area is based on personal time and expense) Tj T* 0.0429 Tc -0.0069 Tw (travelling to Adelaide. The funding is not available to incorporate those) Tj T* 0.0191 Tc 0.0169 Tw (who are experts in the community) Tj 179.88 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Booleroo Centre High School SA) Tj -179.88 -13.92 TD (submission, pages 3 and 4\).) Tj -18 -27.72 TD (And New South Wales) Tj 18 -27.6 TD /F2 12 Tf 0.033 Tc 0.003 Tw ([U]ntil Telstra extends the ISDN lines beyond Tottenham and Bourke the) Tj 0 -13.92 TD 0.0399 Tc -0.0039 Tw (kids that are on distance education will always be at a technological) Tj T* 0.0304 Tc 0.0056 Tw (disadvantage. They have the computers, they have the hardware, they) Tj T* 0.036 Tc 0 Tw (have the software, and they have the teachers. We have the) Tj T* 0.0401 Tc -0.0041 Tw (infrastructure at school but we do not have the telephone lines to) Tj T* 0.0364 Tc -0 Tw (support it. And that is an enormous disadvantage to the distance) Tj T* 0.0275 Tc 0.0085 Tw (education kids. It is frustrating that the education infrastructure is there) Tj T* 0.0312 Tc 0.0048 Tw (but the technology infrastructure isn't. If you are on a radiophone - they) Tj T* 0.0338 Tc 0.0022 Tw (have trialed this in South Australia - they can run on 320 bytes per) Tj T* 0.0429 Tc -0.0069 Tw (minute. It would take you about three days to download a sentence) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(public meeting in Bourke NSW\).) Tj -18 -27.6 TD (Telstra advised the inquiry) Tj 18 -27.6 TD /F2 12 Tf 0.0189 Tc 0.0171 Tw (Telstra is a major investor in new services to rural and regional) Tj 0 -13.92 TD 0.0257 Tc 0.0103 Tw (Australia. Telstra is spending some $12 billion in capital programs over) Tj T* 0.0304 Tc 0.0056 Tw (the next 3 years. Approximately $3 billion of the total capital program is) Tj T* 0.0338 Tc 0.0022 Tw (being spent in the provision of new services to rural and regional) Tj T* 0.0205 Tc 0.0155 Tw (Australia. Telstra) Tj -4.536 Tc 0 Tw (\222) Tj 0.0179 Tc 0.0181 Tw (s investment per customer in areas outside capital) Tj T* 0.0144 Tc 0.0216 Tw (cities is nearly 50% more than for metropolitan customers.) Tj 0 -27.72 TD 0.0366 Tc -0 Tw (One of the perceptions of rural educational disadvantage also relates to) Tj 0 -13.92 TD 0.0249 Tc 0.0111 Tw (access to higher bandwidth services that can be used to access the) Tj T* 0.0409 Tc -0.0049 Tw (Internet, email and other data applications.) Tj 0 -27.84 TD 0.0248 Tc 0.0112 Tw (Telstra has made significant new investment in access technologies to) Tj 0 -13.92 TD 0.0291 Tc 0.0069 Tw (ensure that all areas of Australia can now reasonably access the) Tj T* 0.0436 Tc -0.0076 Tw (Internet and send and receive high speed data) Tj 248.88 0 TD /F1 12 Tf 0 Tc 0 Tw ( ) Tj 3.36 0 TD /F2 12 Tf 5.064 Tc (\205) Tj 12 0 TD /F1 12 Tf 0 Tc ( ) Tj 3.36 0 TD /F2 12 Tf 0.0248 Tc 0.0112 Tw (Telstra is able to) Tj -267.6 -13.92 TD 0.0248 Tc 0.0112 Tw (make available a basic rate ISDN service to over 96% of the Australian) Tj 0 -13.92 TD 0.056 Tc -0.02 Tw (population on demand) Tj 119.28 0 TD /F1 12 Tf 5.04 Tc -5.04 Tw ( \205 ) Tj 18.72 0 TD /F2 12 Tf 0.0197 Tc 0.0163 Tw (Even more importantly, Australian rural ISDN) Tj -138 -13.92 TD 0.0269 Tc 0.0091 Tw (users do not get charged more than their urban counterparts ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0034 Tc 0 Tw (Telstra) Tj 0 -13.92 TD 0.0366 Tc -0 Tw (has also invested in a national high speed Internet service powered by) Tj T* 0.04 Tc 0 Tw (satellite) Tj 40.8 0 TD /F1 12 Tf 0 Tc ( \(Telstra submission, pages 2 and 3\).) Tj -58.8 -27.84 TD (Under the Universal Service Obligation \(USO\) Telstra is required to provide) Tj 0 -13.8 TD (minimum services to a high proportion of its customers.) Tj 18 -27.6 TD /F2 12 Tf 0.0034 Tc (Telstra) Tj -4.536 Tc (\222) Tj 0.023 Tc 0.013 Tw (s USO Plan sets out the minimum level of service that it will) Tj 0 -13.92 TD 0.0268 Tc 0.0092 Tw (provide nationally. This is currently defined as a voice grade network) Tj ET endstream endobj 137 0 obj 4656 endobj 135 0 obj << /Type /Page /Parent 129 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 136 0 R >> endobj 139 0 obj << /Length 140 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (40) Tj -189 721.32 TD /F2 12 Tf 0.0192 Tc 0.0168 Tw (providing a minimum transmission speed of 2400bps. The Government) Tj 0 -13.92 TD 0.0373 Tc -0.0013 Tw (has recently included a digital data service obligation in the USO) Tj T* 0.03 Tc 0.006 Tw (arrangements to ensure that general digital data services and special) Tj T* 0.0279 Tc 0.0081 Tw (digital data services are reasonably accessible to all Australians on an) Tj T* 0.0219 Tc 0.0141 Tw (equitable basis, wherever they reside or carry on business. General) Tj T* 0.0318 Tc 0.0042 Tw (digital data services provide a digital data capability broadly comparable) Tj T* 0.0373 Tc -0.0013 Tw (to that provided by a data channel with a transmission speed of 64) Tj T* 0.022 Tc 0.014 Tw (kilobits per second \(kbps\) supplied as part of the basic rate ISDN) Tj T* 0.024 Tc 0.012 Tw (service. General digital data services are required to be reasonably) Tj T* 0.0403 Tc -0.0043 Tw (accessible to at least 96% of the Australian population upon request.) Tj T* 0.033 Tc 0.003 Tw (For the remainder of the Australian population who cannot access ISDN,) Tj T* 0.0376 Tc -0.0016 Tw (the obligation is to provide an on-demand one-way digital data service) Tj T* 0.0286 Tc 0.0074 Tw (comparable to a transmission speed of 64kbps \(ie. special digital data) Tj T* -0.0293 Tc 0.0653 Tw (services\) ) Tj 51.36 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Telstra submission, page 5\).) Tj -69.36 -30 TD /F0 14.04 Tf 0.0014 Tc 0.0835 Tw (Other learning opportunities) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (Metropolitan students take for granted their many opportunities to participate) Tj 0 -13.8 TD (in sporting competitions, cultural and other performances, excursions,) Tj T* (university visits and visiting speakers. Rural and remote area students and) Tj T* (their schools and families struggle to provide just a few such opportunities) Tj T* (each year. Parents) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (and Citizens) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (committee fund-raising, family contributions) Tj T* (and the Commonwealth Country Areas Program all strain to offer extra-) Tj T* (curricula educational and experiential opportunities to country students.) Tj T* (Almost every such opportunity involves long hours and sometimes days of) Tj T* (travel.) Tj 18 -27.96 TD /F2 12 Tf 0.0257 Tc 0.0103 Tw (One of the most crippling costs to parents is that associated with) Tj 0 -13.92 TD 0.0261 Tc 0.0099 Tw (excursions and sporting opportunities. In order for our students to take) Tj T* 0.0321 Tc 0.0039 Tw (advantage of enriching learning experiences beyond the classroom we) Tj T* 0.0238 Tc 0.0122 Tw (have to travel large distances. This requires expensive bus hire and) Tj T* 0.0177 Tc 0.0183 Tw (accommodation \(if overnight stays are required\). The cost of providing) Tj T* 0.0337 Tc 0.0023 Tw (the breadth of educational opportunities similar to those of city students) Tj T* 0.0263 Tc 0.0097 Tw (is far greater, and therefore, places rural and remote students at a) Tj T* 0.0215 Tc 0.0145 Tw (significant disadvantage. The most significant factors \226 cost and) Tj T* 0.0285 Tc 0 Tw (distance) Tj 44.88 0 TD /F1 12 Tf 0 Tc ( \(Michael Horsley, Principal of St Mary) Tj -4.32 Tc (\222) Tj 0 Tc (s College Gunnedah) Tj -44.88 -13.92 TD (NSW, submission\).) Tj 0 -27.96 TD /F2 12 Tf 0.0433 Tc -0.0073 Tw (Broadening students) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.0172 Tc 0.0188 Tw (outlook in relatively restricted rural environments) Tj 0 -13.92 TD 0.0334 Tc 0.0026 Tw (and giving them access to educational opportunities often imposes an) Tj T* 0.0285 Tc 0.0075 Tw (unfair financial burden on parents of rural students. State museums, art) Tj T* 0.0298 Tc 0.0062 Tw (galleries, libraries, parliaments and large industries are all located in) Tj T* 0.0425 Tc -0.0065 Tw (capital cities. Students of excellence tend to find that the State level of) Tj T* 0.0292 Tc 0.0068 Tw (competition, such as sport, is located in Sydney. Wollongbar Public) Tj T* 0.0261 Tc 0.0099 Tw (School does 2 major excursions with the Year 5 & 6 excursion costing) Tj T* 0.0264 Tc 0.0096 Tw ($300 plus for each student. There are no government subsidies to assist) Tj T* 0.0332 Tc 0.0028 Tw (these parents gain equality access of education for their son/daughter) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(Wollongbar NSW P&C Association submission, pages 1-2\).) 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For example we miss HSC seminars and conferences and) Tj T* 0.0294 Tc 0.0066 Tw (sporting events as well) Tj 121.92 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Walgett NSW\).) Tj -121.92 -28.08 TD /F2 12 Tf 0.026 Tc 0.01 Tw (We have to travel to Brisbane for competitions like ) Tj -4.416 Tc 0 Tw (\221) Tj 0.026 Tc 0.01 Tw (Tournament of) Tj 0 -13.92 TD 0.0504 Tc 0 Tw (Minds) Tj -4.536 Tc (\222) Tj 0.0306 Tc 0.0054 Tw (. It is a lot harder for us than for students in Brisbane. They don) Tj -4.536 Tc 0 Tw (\222) Tj 0.036 Tc (t) Tj T* 0.0286 Tc 0.0074 Tw (have to worry about whether they can raise funds for travel or whether) Tj T* 0.0145 Tc 0.0215 Tw (the school will cover travel costs) Tj 171.96 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Mt Isa Qld\).) Tj -171.96 -28.08 TD /F2 12 Tf 0.0383 Tc -0.0023 Tw (When we need to go to Adelaide for our subjects it costs us a lot of) Tj 0 -13.92 TD 0.0387 Tc -0.0027 Tw (money. The students in Adelaide can go and watch Parliament sitting,) Tj T* 0.0547 Tc -0.0187 Tw (but if we want to go then we have to pay an airfare of $202 and then) Tj T* 0.0302 Tc 0.0058 Tw (accommodation. It ends up costing $500 for 2 days there. We don) Tj -4.536 Tc 0 Tw (\222) Tj 0.054 Tc -0.018 Tw (t get) Tj T* 0.0174 Tc 0.0186 Tw (very much funding to cover the costs so mainly we have to pay) Tj T* 0.0285 Tc 0.0075 Tw (ourselves. Sometimes we have to go to Adelaide for plays for our) Tj T* 0.0336 Tc 0.0024 Tw (English subjects because there is no live theatre here in Port Lincoln) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(student meeting in Port Lincoln SA\).) Tj 0 -27.96 TD /F2 12 Tf 0.036 Tc (It) Tj -4.536 Tc (\222) Tj 0.0292 Tc 0.0068 Tw (s a major issue because of the location. We are pretty disadvantaged.) Tj 0 -13.92 TD 0.036 Tc 0 Tw (I) Tj -4.536 Tc (\222) Tj 0.0406 Tc -0.0046 Tw (d like to talk about regional athletics. If we go away to regional or zone) Tj T* 0.0296 Tc 0.0064 Tw (athletics the school pays for it. But if we go away to State \226 to Sydney \226) Tj T* 0.0369 Tc -0.0009 Tw (the school doesn) Tj -4.536 Tc 0 Tw (\222) Tj 0.0245 Tc 0.0115 Tw (t take any responsibility. It) Tj -4.536 Tc 0 Tw (\222) Tj 0.0166 Tc 0.0194 Tw (s because of lack of money) Tj T* 0.06 Tc -0.024 Tw (and it) Tj -4.536 Tc 0 Tw (\222) Tj 0.012 Tc 0.024 Tw (s a small school. It) Tj -4.536 Tc 0 Tw (\222) Tj 0.0306 Tc 0.0054 Tw (s up to us students and our parents to raise the) Tj T* 0.0366 Tc -0 Tw (money. The school does fund-raising and the P&C helps. But they don) Tj -4.536 Tc 0 Tw (\222) Tj 0.036 Tc (t) Tj T* -0.0027 Tc 0.0387 Tw (raise much) Tj 58.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Bourke NSW\).) Tj -58.68 -27.84 TD /F2 12 Tf 0.044 Tc -0.008 Tw (When a team has to go away a teacher has to go with them. And when) Tj 0 -13.92 TD 0.0364 Tc -0 Tw (they get to a higher level they have to stay overnight. And there aren) Tj -4.536 Tc 0 Tw (\222) Tj 0.036 Tc (t) Tj T* 0.0263 Tc 0.0097 Tw (that many casual teachers to take over. So they don) Tj -4.536 Tc 0 Tw (\222) Tj 0.024 Tc 0.012 Tw (t take us away as) Tj T* 0.0236 Tc 0.0124 Tw (much as they could. They shouldn) Tj -4.536 Tc 0 Tw (\222) Tj 0.0269 Tc 0.0091 Tw (t take away HSC teachers which they) Tj T* 0.0352 Tc 0.0008 Tw (did last year which disadvantaged the HSC students) Tj 278.76 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in) Tj -278.76 -13.92 TD (Bourke NSW\).) Tj -18 -27.72 TD (The importance of such opportunities was repeatedly emphasised.) Tj 18 -27.6 TD /F2 12 Tf 5.064 Tc -5.028 Tw (\205 ) Tj 0.02 Tc 0.016 Tw (activities such as theatre, music, are limited. Recently a group of) Tj 0 -13.92 TD 0.032 Tc 0.004 Tw (Chamber Musicians visited the island [Palm Island, Qld] and the) Tj T* 0.0285 Tc 0 Tw (children) Tj -4.536 Tc (\222) Tj 0.0274 Tc 0.0086 Tw (s fascination and interest in the stringed instruments was) Tj T* 0.0201 Tc 0.0159 Tw (amazing. They have only ever seen guitars. There has been very limited) Tj T* 0.0238 Tc 0.0122 Tw (exposure to learning musical instruments. Another example of limited) Tj T* 0.0364 Tc -0 Tw (experience due to isolation is this. A young teacher entered her Year 2) Tj T* 0.0203 Tc 0.0157 Tw (class in the Townsville Eisteddfod \226 a first ever entrant from Palm Island) Tj T* 0.0337 Tc 0.0023 Tw (in its 50 years of operation. The set poem was about a train. The) Tj T* 0.0341 Tc 0.0019 Tw (teacher had to take them to the train station in Townsville to actually see) Tj T* 0.036 Tc 0 Tw (a train so they could get the real idea of what noises trains made) Tj 344.4 0 TD /F1 12 Tf 0 Tc ( \(St) Tj -344.4 -13.92 TD (Michael) Tj -4.32 Tc (\222) Tj 0 Tc (s School, Palm Island Qld, submission, page 3\).) Tj ET endstream endobj 143 0 obj 5476 endobj 141 0 obj << /Type /Page /Parent 129 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 142 0 R >> endobj 145 0 obj << /Length 146 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (42) Tj -207 705.24 TD /F0 14.04 Tf -0.0144 Tc 0.0994 Tw (Recommendations received) Tj 0 -28.32 TD /F4 12 Tf 0 Tc 0 Tw (Approaches to education provision) Tj 0 -27.6 TD /F1 12 Tf -0.0036 Tc 0.0036 Tw (A different approach to the provision of rural and remote education \226 one which) Tj 0 -13.8 TD -0.0049 Tc 0.0049 Tw (emphasises quality over cost \226 was urged upon the inquiry.) Tj 18 -27.72 TD /F2 12 Tf 0.0314 Tc 0.0046 Tw (Funding models need to de-emphasise population size. Transporting) Tj 0 -13.92 TD 0.0307 Tc 0.0053 Tw (children in rural and remote areas for educational, cultural and sporting) Tj T* 0.0295 Tc 0.0065 Tw (activities requires hiring a bus whether the children number 10 or 40.) Tj T* 0.0199 Tc 0.0161 Tw (Transporting an artist to work with children in remote areas costs) Tj T* 0.0197 Tc 0.0163 Tw (heavily, yet is just as important for a small school of 10 students as it is) Tj T* 0.0284 Tc 0.0076 Tw (for a larger school of 500 students. While the larger school may well) Tj T* 0.0292 Tc 0.0068 Tw (have the capacity to fund raise, the small school battles to raise the) Tj T* 0.0285 Tc 0.0075 Tw (funds necessary to enable the children to enjoy the same provision) Tj T* /F1 12 Tf -0.0046 Tc 0.0046 Tw (\(Priority Country Area Program \226 N-W Qld submission, page 3\).) Tj 0 -27.6 TD /F2 12 Tf 0.0248 Tc 0.0112 Tw (Governments should also ensure that quality education programs can) Tj 0 -13.92 TD 0.0282 Tc 0.0078 Tw (be delivered to schools in rural areas and not just consider the means to) Tj T* 0.0248 Tc 0.0112 Tw (do so. Such programs could include delivering guest speakers, cultural) Tj T* 0.0231 Tc 0.0129 Tw (and sporting programs etc that are subsidised) Tj 244.32 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Wollongbar NSW P&C) Tj -244.32 -13.92 TD (Association submission, page 2\).) Tj -18 -27.6 TD (Cross-sectoral co-operation and regional clustering were suggested as ways to) Tj 0 -13.8 TD (overcome restrictions on subject choice.) Tj 18 -27.6 TD /F2 12 Tf 0.0325 Tc 0.0035 Tw (There should be more co-operation between schools in the region. They) Tj 0 -13.92 TD 0.0343 Tc 0.0017 Tw (should work together to ensure that north-west Queensland keeps up) Tj T* 0.048 Tc -0.012 Tw (with other regions in the State. Funding should be provided to enable) Tj T* 0.0146 Tc 0.0214 Tw (schools to work together more closely) Tj 201.36 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in Mt Isa Qld\).) Tj -201.36 -27.72 TD /F2 12 Tf 0.0229 Tc 0.0131 Tw (I think that cluster models are becoming more and more used. I know in) Tj 0 -13.92 TD 0.0244 Tc 0.0116 Tw (part of the district that I'm working in we're sharing more with the schools) Tj T* 0.0576 Tc -0.0216 Tw (that are within about a 50 to 80) Tj 165.84 0 TD 0.0282 Tc 0.0078 Tw ( kilometre distance with us and actually) Tj -165.84 -13.92 TD 0.02 Tc 0.016 Tw (moving teachers and students occasionally across those distances and) Tj 0 -13.92 TD 0.022 Tc 0.014 Tw (sending students to central locations for shared programs of all sorts.) Tj T* 0.0341 Tc 0.0019 Tw (Some of those shared programs are ones that we do with TAFE and) Tj T* 0.0294 Tc 0.0066 Tw (others are ones that we do. For example, we run an alternative program) Tj T* 0.0221 Tc 0.0139 Tw (for students who are not successful at school, particularly middle) Tj T* 0.02 Tc 0 Tw (school) Tj 34.8 0 TD 0.0364 Tc -0 Tw (-aged children who are still under compulsion, but are finding it) Tj -34.8 -13.92 TD 0.0341 Tc 0.0019 Tw (very difficult to actually attend and participate positively. So we run a) Tj 0 -13.92 TD 0.0259 Tc 0.0101 Tw (central alternative program for those students and transport the students) Tj T* 0.03 Tc 0.006 Tw (to that program for a couple of days a week) Tj 231.84 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Sally Paterson, Murray) Tj -231.84 -13.92 TD (Lands District Leaders Group SA, Adelaide hearing\).) Tj 0 -27.6 TD /F2 12 Tf 0.0287 Tc 0.0073 Tw (Expansion of curriculum breadth through co-operative efforts between) Tj 0 -13.92 TD 0.017 Tc 0.019 Tw (all providers: schools \(government and non-government\), Distance) Tj T* 0.0273 Tc 0.0087 Tw (Education centres, Universities and TAFE Colleges) Tj 273 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(YRC Survey Report) Tj -273 -13.92 TD (page 64\).) Tj ET endstream endobj 146 0 obj 4559 endobj 144 0 obj << /Type /Page /Parent 129 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 145 0 R >> endobj 149 0 obj << /Length 150 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (43) Tj -207 707.52 TD /F1 12 Tf 0 Tc (There was very strong support for the retention and expansion of the excellent) Tj 0 -13.8 TD (Country Areas Program which is funded by the Commonwealth through the) Tj T* (government and independent school systems in each State and the Northern) Tj T* (Territory. For example, the South Australian Independent Schools Board) Tj T* (recommended) Tj 18 -27.6 TD /F2 12 Tf 0.0285 Tc 0.0075 Tw ([That] the Country Areas Program be retained as a valuable strategy to) Tj 0 -13.92 TD 0.0191 Tc 0.0169 Tw (assist rural schools to address issues raised by this national inquiry into) Tj T* 0.0313 Tc 0.0047 Tw (rural and remote education) Tj 143.88 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(SA Independent Schools Board submission,) Tj -143.88 -13.92 TD (page 9\).) Tj -18 -27.6 TD (The South Australian Department of Education, Training and Employment) Tj 0 -13.8 TD (recommended) Tj 18 -27.6 TD /F2 12 Tf 0.0242 Tc 0.0118 Tw (That the funding for the current Country Areas Program \(CAP\) be) Tj 0 -13.92 TD 0.0277 Tc 0.0083 Tw (substantially increased to enable enhanced access by rural students to) Tj T* 0.0257 Tc 0.0103 Tw (services and cultural and sporting events in larger regional centres and) Tj T* 0.01 Tc 0 Tw (cities) Tj 27.36 0 TD /F1 12 Tf 0 Tc ( \(submission, page 18\).) Tj -45.36 -27.72 TD (The Queensland branch of the Isolated 黑料情报站) Tj -4.32 Tc (\222) Tj 0 Tc (s Parents) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (Association argued) Tj 18 -28.44 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F2 12 Tf 0.0283 Tc 0.0077 Tw (that the Priority Country Area Program \(PCAP\) in Queensland be) Tj 0 -13.92 TD 0.0122 Tc 0.0238 Tw (maintained in its current intersystemic and community-based format.) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc 0 Tw (\267) Tj 18 0 TD /F2 12 Tf 0.0301 Tc 0.0059 Tw (that the Country Areas Program \(CAP\), including PCAP in) Tj 0 -13.92 TD 0.046 Tc -0.01 Tw (Queensland, be maintained as a separately identified and funded) Tj T* 0.0326 Tc 0.0034 Tw (Commonwealth Targeted program within the area of ) Tj -2.976 Tc 0 Tw (\223) Tj 0.048 Tc (Special) Tj T* 0.0397 Tc -0.0037 Tw (Learning Needs) Tj -3.096 Tc 0 Tw (\224) Tj 0.0172 Tc 0.0188 Tw (, as it is the only program \(in the above scheme\)) Tj T* 0.0387 Tc -0.0027 Tw (which addresses the unique needs of students who are) Tj T* 0.0382 Tc -0.0022 Tw (geographically isolated) Tj 122.52 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA Qld submission, page 5\).) Tj -158.52 -27.96 TD /F4 12 Tf (Information technology) Tj 0 -27.6 TD /F1 12 Tf (The need for additional resourcing for information technology programs and) Tj 0 -13.8 TD (provision was also raised.) Tj 18 -27.6 TD /F2 12 Tf 0.0334 Tc 0.0026 Tw (That a three year funded program be established to provide all rural and) Tj 0 -13.92 TD 0.0258 Tc 0.0102 Tw (remote students with access to laptop computer technology to support) Tj T* 0.04 Tc -0.004 Tw (distance education, face to face teaching and the development of IT) Tj T* 0.0329 Tc 0.0031 Tw (skills and knowledge comparable to students living in large) Tj T* 0.0291 Tc 0.0069 Tw (metropolitan/regional centres) Tj 155.16 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(SA Department of Education, Training) Tj -155.16 -13.92 TD (and Employment submission, page 17\).) Tj 0 -27.6 TD /F2 12 Tf 0.027 Tc 0.009 Tw (Telstra needs to maintain and upgrade telecommunication infrastructure) Tj 0 -13.92 TD 0.0321 Tc 0.0039 Tw (and to uphold its Universal Service Obligation to protect remote and) Tj T* 0.0199 Tc 0.0161 Tw (isolated consumers. Telstra to work towards the provision of greater) Tj T* 0.0396 Tc -0.0036 Tw (data speeds) Tj 65.76 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA SA submission, page 8\).) Tj -83.76 -27.72 TD (The South Australian Independent Schools Board recommended) Tj ET endstream endobj 150 0 obj 4077 endobj 147 0 obj << /Type /Page /Parent 148 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F3 15 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 149 0 R >> endobj 152 0 obj << /Length 153 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (44) Tj -189 721.32 TD /F2 12 Tf 0.0397 Tc -0.0037 Tw ([That] the Commonwealth and State governments allocate additional) Tj 0 -13.92 TD 0.03 Tc 0.006 Tw (resources to non-government schools that will ensure equitable and) Tj T* 0.0257 Tc 0.0103 Tw (reliable access in rural, remote and metropolitan regions to information) Tj T* 0.0372 Tc -0.0012 Tw (technology that can be used for educational and management purposes) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(SA Independent Schools Board submission, page 21\).) Tj -18 -27.6 TD (ICPA Queensland argued for) Tj 18 -28.44 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F2 12 Tf 0.0351 Tc 0.0009 Tw (a study [to] be conducted on the educational outcomes, social) Tj 0 -13.92 TD 0.0197 Tc 0.0163 Tw (interaction and maturity for students studying many subjects via) Tj T* 0.0371 Tc 0 Tw (technology.) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F2 12 Tf 0.0283 Tc 0.0077 Tw (professional development and technical support for teachers) Tj 0 -13.92 TD 0.0312 Tc 0.0048 Tw (expected to implement current technological change in rural and) Tj T* 0.0396 Tc -0.0036 Tw (remote areas be adequately funded.) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc 0 Tw (\267) Tj 18 0 TD /F2 12 Tf 0.03 Tc 0.006 Tw (all students [to] acquire the skills necessary to allow them to adapt to) Tj 0 -13.92 TD 0.0377 Tc -0.0017 Tw (the rapid and less predictable changes that will confront them in the) Tj T* 0.0343 Tc 0 Tw (future.) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F2 12 Tf 0.0342 Tc 0.0018 Tw (the provision of grid power at an affordable price for all Australians) Tj 0 -13.92 TD 0.0238 Tc 0.0122 Tw (irrespective of where they live. Those living in cities take) Tj T* 0.0354 Tc 0 Tw (technological advances for granted. Those without grid power are) Tj T* 0.0352 Tc 0.0008 Tw (falling behind, as home generators do not support computer use, and) Tj T* 0.0337 Tc 0.0023 Tw (allow only limited use of electrical appliances) Tj 238.8 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA Qld submission,) Tj -238.8 -13.92 TD (page 6\).) Tj -36 -27.84 TD /F4 12 Tf (Curriculum) Tj 0 -27.6 TD /F1 12 Tf (To ensure a curriculum suitable for rural and remote areas ICPA Queensland) Tj 0 -13.8 TD (called for the preparation of curriculum materials that) Tj 18 -28.44 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F2 12 Tf 0.0408 Tc 5.3285 Tw (can be implemented in the full range of educational settings,) Tj 0 -13.92 TD 0.0259 Tc 1.3835 Tw (including small schools, multi-age classes and the home tutoring of) Tj T* 0.0355 Tc 0 Tw (distance education students.) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc 0 Tw (\267) Tj 18 0 TD /F2 12 Tf 0.0341 Tc 0.5539 Tw (can be easily adapted by teachers at Schools of Distance Education) Tj 0 -13.92 TD 0.0236 Tc 0.0124 Tw (for specialised use by their students.) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc 0 Tw (\267) Tj 18 0 TD /F2 12 Tf 0.0192 Tc 0.8132 Tw (assist students from rural and remote areas to prepare for the world) Tj 0 -13.92 TD 0.0223 Tc 0.0137 Tw (of work.) Tj -18 -14.76 TD /F3 12 Tf -6.348 Tc 0 Tw (\267) Tj 18 0 TD /F2 12 Tf 0.0298 Tc 0.0062 Tw (take into consideration the fact that many teachers in rural and) Tj 0 -13.92 TD 0.0332 Tc 0.0028 Tw (remote school settings are young and inexperienced; and that they) Tj T* 0.0106 Tc 0.0254 Tw (may require easy and ready access to curriculum and support) Tj T* 0.0257 Tc 0.0102 Tw (materials, including planning and assessment examples) Tj 297.48 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA Qld) Tj -297.48 -13.92 TD (submission, page 4\).) Tj -36 -27.72 TD (The significance of Vocational Education and Training as an alternative or) Tj 0 -13.8 TD (supplement to academic programs for some students, as an appropriate) Tj T* (framework within which to teach literacy and numeracy for some, including) Tj T* (some Indigenous, students and for enhancing rural and remote students) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (post-) Tj T* (school employment prospects is acknowledged in the following) Tj T* (recommendation.) 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Tj -18 -27.72 TD (Country students and teachers made suggestions as to how their opportunities) Tj 0 -13.8 TD (to participate in state-wide competitions and other activities could be improved.) Tj 18 -27.6 TD /F2 12 Tf 0.0209 Tc 0.0151 Tw (They should make State competitions more central to everywhere.) Tj 0 -13.92 TD 0.0401 Tc -0.0041 Tw (They do swap it around the regions but if it) Tj -4.536 Tc 0 Tw (\222) Tj 0.0423 Tc -0.0063 Tw (s in our region it would) Tj T* 0.0311 Tc 0.0049 Tw (probably be in Dubbo. I think swimming is always in Sydney. If you go) Tj T* 0.0298 Tc 0.0062 Tw (to State [swimming competition] in Sydney just about everyone there is) Tj T* 0.0277 Tc 0.0082 Tw (Sydney people because people from country areas just can) Tj -4.536 Tc 0 Tw (\222) Tj 0.05 Tc -0.014 Tw (t go; it) Tj -4.536 Tc 0 Tw (\222) Tj -0.072 Tc (s) Tj T* 0.0391 Tc -0.0031 Tw (just too long. 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The same was true of 8% of those aged 10-14 and) Tj T* (6.6% of those aged 15-19 \(Australian Institute of Health and Welfare 1999,) Tj T* (pages 58 and 59\).) 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In 1997 the National) Tj T* (黑料情报站) Tj -4.32 Tc (\222) Tj 0 Tc (s and Youth Law Centre conducted research on disability) Tj T* (discrimination in schools. In its survey of parents, students and others,) Tj T* (problems mentioned as specific to rural areas were) Tj 0 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (lack of choice in schools) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (distance involved if a special school or special unit was required by the) Tj 0 -13.8 TD (student but not available in close proximity to home) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (difficulty in attracting and keeping skilled teaching staff and aides in country) Tj 0 -13.8 TD (areas) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (difficulty for or reluctance of staff to access city-based training opportunities) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (shortage or lack of therapists and visiting specialists) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (lack of advocacy services or disability support organisations) Tj -18 -14.64 TD /F3 12 Tf -6.348 Tc (\267) Tj 18 0 TD /F1 12 Tf 0 Tc (inequity in funding distribution formulae \(Flynn 1997, page 39\).) Tj -18 -27.6 TD (Many of these issues were also raised in hearings and submissions to the) Tj 0 -13.8 TD (inquiry. The obligation to integrate students is frequently frustrated.) Tj 18 -27.6 TD /F2 12 Tf 0.0258 Tc 0.0102 Tw (Integration of students is a particular problem in rural schools for the) Tj 0 -13.92 TD 0.0311 Tc 0.0049 Tw (student being integrated, the classmates and staff. The lack of support) Tj T* 0.031 Tc 0.005 Tw (staff at the district level to help with integration matters or special needs) Tj T* 0.0212 Tc 0.0148 Tw (students \(of all types\) makes coping with these students time consuming) Tj T* 0.0266 Tc 0.0094 Tw (and in many cases stressful. Students that require a great deal of care) Tj T* 0.0254 Tc 0.0106 Tw (whether impaired in some sense or behaviourally difficult increase) Tj T* 0.0397 Tc -0.0037 Tw (workload on the staff and will if adequate support is not forthcoming) Tj T* 0.0301 Tc 0.0059 Tw (impact on the other students. To have special needs students only) Tj T* 0.0286 Tc 0.0074 Tw (placed with aids for portions of their school time is disgraceful. To be) Tj T* 0.0309 Tc 0.0051 Tw (told by district staff that appropriate support cannot be sent because you) Tj T* 0.0283 Tc 0.0077 Tw (are low on the priority list \(as we have\) due to lack of support staff in) Tj T* 0.0218 Tc 0.0142 Tw (your district gives teaching staff a lack of confidence in the system and) Tj ET endstream endobj 165 0 obj 4737 endobj 163 0 obj << /Type /Page /Parent 148 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F3 15 0 R >> /ProcSet 2 0 R >> /Contents 164 0 R >> endobj 168 0 obj << /Length 169 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (49) Tj -189 721.32 TD /F2 12 Tf 0.0334 Tc 0.0026 Tw (disadvantages all students involved) Tj 189.6 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Craig Luccarda, Trangie NSW,) Tj -189.6 -13.92 TD (submission\).) Tj 0 -27.6 TD /F2 12 Tf 0.0397 Tc -0.0037 Tw (At our school we had 2 kids with intellectual disabilities but they left after) Tj 0 -13.92 TD 0.038 Tc -0.002 Tw (Year 7 because the school could not cope with them) Tj 279.48 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in) Tj -279.48 -13.92 TD (Port Lincoln SA\).) Tj -18 -27.6 TD (The inquiry was told that when integration fails students with disabilities and) Tj 0 -13.8 TD (their families in rural and remote areas have limited choice.) Tj 18 -27.6 TD /F2 12 Tf 0.0337 Tc 0.0023 Tw (Our son is intellectually able, ambulant, but has no speech as a) Tj 0 -13.92 TD 0.0221 Tc 0.0139 Tw (consequence of cerebral palsy. He has other impairments because of) Tj T* 0.0315 Tc 0.0045 Tw (the c.p. as well. He attended local schools in middle and upper primary) Tj T* 0.0354 Tc 0 Tw (but the local state high school insisted they could not meet his needs.) Tj T* 0.0278 Tc 0.0082 Tw (The special school only 50 miles away refused to enrol him because he) Tj T* 0.0352 Tc 0.0008 Tw (did not have an intellectual disability, a requirement for enrolment. As a) Tj T* 0.0351 Tc 0.0009 Tw (consequence, in order for him to attend school at all, we had to seek) Tj T* 0.0366 Tc -0 Tw (enrolment in Melbourne special settings for which he was eligible. This) Tj T* 0.0169 Tc 0.0191 Tw (was very difficult as accommodation is so difficult ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0591 Tc -0.0231 Tw (More than that we) Tj T* 0.0404 Tc -0.0044 Tw (didn't want to send our son away. We ended up having to, and commute) Tj T* 0.0435 Tc -0.0075 Tw (him twice a week to Melbourne) Tj 165.36 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Patricia Henry, Victoria, submission\).) Tj -183.36 -30 TD /F0 14.04 Tf 0.0058 Tc 0.0791 Tw (Barriers to integration) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (The inquiry was told that departmental commitments to integration and support) Tj 0 -13.8 TD (are often not met.) Tj 18 -27.6 TD /F2 12 Tf 0.0415 Tc -0.0055 Tw (Again, often it comes down to the personal philosophy of people making) Tj 0 -13.92 TD 0.0219 Tc 0.0141 Tw (the decisions themselves, you know, the principals or the district) Tj T* 0.0383 Tc -0.0023 Tw (personnel. If they believe that segregated education is the way children) Tj T* 0.0436 Tc -0.0076 Tw (with disabilities should be educated, they will promote that line and they) Tj T* 0.0251 Tc 0.0109 Tw (will put as many barriers in the way as they can to prevent children) Tj T* 0.0214 Tc 0.0146 Tw (entering the regular system. Whereas if you get a principal or district) Tj T* 0.0419 Tc -0.0059 Tw (personnel who believe that they should be educated in ordinary) Tj T* 0.0252 Tc 0.0107 Tw (classrooms with support, then they'll promote that line) Tj 285.96 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Megan Sweeney,) Tj -285.96 -13.92 TD (Disability Council of NSW, Sydney hearing\).) Tj 0 -27.6 TD /F2 12 Tf 0.0256 Tc 0.0104 Tw (It is the practice in a number of areas that if the school receives a level) Tj 0 -13.92 TD 0.0257 Tc 0.0103 Tw (of resources that the school considers insufficient to support the child,) Tj T* 0.0249 Tc 0.0111 Tw (the family is asked to collect the child for example at lunch time a) Tj T* 0.0215 Tc 0.0145 Tw (number of days per week) Tj 135.24 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Family Advocacy NSW submission, page 2\).) Tj -153.24 -27.96 TD /F4 12 Tf (Staff training) Tj 0 -27.6 TD /F1 12 Tf (It can be difficult for rural and remote area teachers to access training in special) Tj 0 -13.8 TD (education.) Tj 18 -27.6 TD /F2 12 Tf 0.0378 Tc -0.0018 Tw (The integration of children with special needs is a feature of Catholic) Tj 0 -13.92 TD 0.0226 Tc 0.0134 Tw (Schools especially St Patrick) Tj -4.536 Tc 0 Tw (\222) Tj 0.0394 Tc -0.0034 Tw (s where we have 7 Integration students) Tj T* 0.043 Tc -0.007 Tw (enrolled out of a student population of 220. However, this does present) Tj ET endstream endobj 169 0 obj 4367 endobj 166 0 obj << /Type /Page /Parent 167 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 168 0 R >> endobj 171 0 obj << /Length 172 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (50) Tj -189 721.32 TD /F2 12 Tf 0.0362 Tc -0 Tw (difficulties with greater time and planning demands placed on teachers) Tj 0 -13.92 TD 0.0364 Tc -0 Tw (including attendance at specialised inservicing in Melbourne \(2\275 hour) Tj T* -0.008 Tc 0 Tw (drive\)) Tj 30 0 TD /F1 12 Tf 0 Tc ( \(St Patrick's School Camperdown Vic submission, page 1\).) Tj -48 -27.96 TD /F4 12 Tf (Accommodation) Tj 0 -27.6 TD /F1 12 Tf (Failure to expedite building adjustments to accommodate students with) Tj 0 -13.8 TD -0.0072 Tc 0.0072 Tw (physical disabilities \226 for example, to permit wheelchair access \226 was raised.) Tj 18 -27.6 TD /F2 12 Tf 0.0379 Tc -0.0019 Tw (We have had applications in with the Education Department for a year) Tj 0 -13.92 TD 0.0356 Tc 0 Tw (and a half now, to have our school modified to meet disability standards) Tj T* 5.064 Tc -5.028 Tw (\205 ) Tj 0.0307 Tc 0.0053 Tw (but the process is so slow that nothing happens. Just recently we) Tj T* 0.0447 Tc -0.0087 Tw (were told that we would get the first part of the grant to get the disability) Tj T* 0.0433 Tc -0.0073 Tw (toilet but it is still going to be months before that happens. And there) Tj T* 0.023 Tc 0.013 Tw (seems to be no special provisions to get this disability access. You just) Tj T* 0.0234 Tc 0.0126 Tw (have to apply like everyone else does for improvements to the school,) Tj T* 0.0234 Tc 0.0126 Tw (and it is just a matter of luck I suppose, or if the department considers) Tj T* 0.0309 Tc 0.0051 Tw (your thing all right they approve it. But there is no actual process which) Tj T* 0.0337 Tc 0.0023 Tw (we can go through to get disability access and to get it quickly) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(community meeting at Lajamanu NT\).) Tj 0 -27.6 TD /F2 12 Tf 0.04 Tc -0.004 Tw (One student in a region where there was supposedly a range of options) Tj 0 -13.92 TD 0.0304 Tc 0.0056 Tw (for secondary education had to forgo his first choice because all of the) Tj T* 0.0238 Tc 0.0122 Tw (high school classrooms were upstairs and there was no lift) Tj 311.28 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Annette) Tj -311.28 -13.92 TD (Herbert, Inclusive Education Network SA, Adelaide hearing\).) Tj -18 -27.6 TD (On the other hand, many examples of rural schools successfully modifying the) Tj 0 -13.8 TD (facilities to include students with specific disabilities were given.) Tj 18 -27.6 TD /F2 12 Tf 0.0292 Tc 0.0068 Tw (We have 2 kids at the school in wheelchairs. We have ramps and the) Tj 0 -13.92 TD 0.0435 Tc -0.0075 Tw (drains have been fixed up so the wheels don) Tj -4.536 Tc 0 Tw (\222) Tj 0.0297 Tc 0.0063 Tw (t get stuck in them. At the) Tj T* 0.0206 Tc 0.0154 Tw (primary school they have a lift for the kids in wheelchairs. The science) Tj T* 0.0391 Tc -0.0031 Tw (labs have been changed so that the kids in the wheelchairs can do their) Tj T* 0.0204 Tc 0.0156 Tw (pracs with the rest of us) Tj 127.32 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(school meeting at Nhulunbuy NT\).) Tj -127.32 -27.72 TD /F2 12 Tf 0.0298 Tc 0.0062 Tw (We have a girl who is in a wheelchair. Each year that she moves) Tj 0 -13.92 TD 0.0322 Tc 0.0038 Tw (through the school they modify the facilities in the school) Tj 301.32 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student) Tj -301.32 -13.92 TD (meeting at Port Lincoln SA\).) Tj -18 -27.6 TD (The inquiry heard that students with disabilities may be turned away from non-) Tj 0 -13.8 TD (government schools in rural areas because there are no funds to make the) Tj T* (necessary building adjustments and provide the required support.) Tj 18 -27.6 TD /F2 12 Tf 0.0297 Tc 0.0063 Tw (The question about why are children being refused access to schools) Tj 0 -13.92 TD 0.0258 Tc 0.0102 Tw (comes in. It happens in state schools as well as the private sector, but) Tj T* 0.0292 Tc 0.0068 Tw (the private sector hasn't got the infrastructure of funding to support. The) Tj T* 0.0308 Tc 0.0052 Tw (funding to support a child with a disability in the private sector comes) Tj T* 0.0201 Tc 0.0159 Tw (from the Commonwealth unless it's derived from the actual school) Tj T* 0.0263 Tc 0.0097 Tw (community out of goodwill or whatever. Any actual funding comes from) Tj T* 0.0166 Tc 0.0194 Tw (the Commonwealth. It's very limited. I think the maximum amount you) Tj ET endstream endobj 172 0 obj 4543 endobj 170 0 obj << /Type /Page /Parent 167 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 171 0 R >> endobj 174 0 obj << /Length 175 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (51) Tj -189 721.32 TD /F2 12 Tf 0.0358 Tc 0 Tw (can get from the Commonwealth is about $1,000 a year or $1,200 a) Tj 0 -13.92 TD 0.0346 Tc 0.0014 Tw (year to support a child and then that's it ) Tj 213.48 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Megan Sweeney, Disability) Tj -213.48 -13.92 TD (Council of NSW, Sydney hearing\).) Tj -18 -27.72 TD (In other cases the Catholic system struggles to provide support comparable) Tj 0 -13.8 TD (with that available in the government school system.) Tj 18 -27.6 TD /F2 12 Tf 0.0268 Tc 0.0092 Tw (The government schools seem to have a better funding arrangement) Tj 0 -13.92 TD 0.0354 Tc 0 Tw (which puts them in a position of being able to offer a service which is) Tj T* 0.0444 Tc -0.0084 Tw (beyond that of St Joseph) Tj -4.536 Tc 0 Tw (\222) Tj 0.0356 Tc 0 Tw (s. Such a situation disadvantages those) Tj T* 0.0475 Tc -0.0115 Tw (children who wish to have a Catholic Education along with the) Tj T* 0.0297 Tc 0.0063 Tw (specialised care required for them to reach their full potential ) Tj 325.92 0 TD /F1 12 Tf 0 Tc 0 Tw (\(John) Tj -325.92 -13.92 TD (Polglase, St Joseph) Tj -4.32 Tc (\222) Tj 0 Tc (s Catholic School, Kununurra WA hearing\).) Tj 0 -27.6 TD /F2 12 Tf 0.0353 Tc 0 Tw (Exceptional pupils, those with learning difficulties, physical difficulties,) Tj 0 -13.92 TD 0.0396 Tc -0.0036 Tw (emotional difficulties and the gifted and talented have programs) Tj T* 0.0289 Tc 0.0071 Tw (developed for them by a special education consultant. That program is) Tj T* 0.0342 Tc 0.0018 Tw (poorly funded. The amount of money that we have is the same as what) Tj T* 0.0304 Tc 0.0056 Tw (it was 10 years ago) Tj 103.92 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Ken Rodwell, Wilcannia-Forbes Catholic Education) Tj -103.92 -13.92 TD (Office, Brewarrina NSW hearing\).) Tj -18 -27.84 TD /F4 12 Tf (Travel) Tj 0 -27.6 TD /F1 12 Tf (The inaccessibility of much school transport provision and the added impact of) Tj 0 -13.8 TD (long journeys on students with disabilities were described.) Tj 18 -27.6 TD /F2 12 Tf 0.0377 Tc -0.0017 Tw (My daughter has a disability and she has a wheelchair. One problem we) Tj 0 -13.92 TD 0.0395 Tc -0.0035 Tw (have is the modification of buses. She is getting too heavy to lift into the) Tj T* 0.0228 Tc 0.0132 Tw (car \(she is 14 years old\). She is also unable to go on school excursions.) Tj T* 0.0273 Tc 0.0087 Tw (The Education Department says that it is not their responsibility. Well) Tj T* 0.0252 Tc 0.0108 Tw (whose responsibility is it? At Fitzroy Crossing we have only one modified) Tj T* 0.031 Tc 0.005 Tw (bus and that is used every day for Aged Care. We don) Tj -4.536 Tc 0 Tw (\222) Tj 0.0315 Tc 0.0045 Tw (t have any) Tj T* 0.0333 Tc 0.0027 Tw (modified taxis. I have also been trying to get my daughter into a) Tj T* 0.0493 Tc -0.0133 Tw (boarding school in Perth but I have not been able to find one that can) Tj T* 0.0202 Tc 0.0158 Tw (cater for her needs) Tj 101.16 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(public meeting at Fitzroy Crossing WA\).) Tj -101.16 -27.84 TD /F2 12 Tf 0.03 Tc 0.006 Tw (In these days of what is termed efficiency and cost cutting, changing) Tj 0 -13.92 TD 0.0378 Tc -0.0018 Tw (and both traditional and highly mobile populations, small schools are) Tj T* 0.036 Tc 0 Tw (under threat of closure and bus routes are being redefined.) Tj T* 0.0326 Tc 0.0034 Tw (Consequently many students still endure long hours on buses to and) Tj T* 0.0192 Tc 0.0168 Tw (from school. This is not easy for any child, but most difficult for the) Tj T* 0.0317 Tc 0.0043 Tw (student with complex health and or behavioural issues and most difficult) Tj T* 0.0334 Tc 0.0026 Tw (for students who struggle for social belonging or who are in particular) Tj T* 0.0276 Tc 0.0084 Tw (need of tolerance and special care. Current 'take home' management) Tj T* 0.0179 Tc 0.0181 Tw (strategies cause rural families extra-ordinary additional costs if they) Tj T* 0.0315 Tc 0.0045 Tw (have to travel long distances to collect a child who has reportedly acted) Tj T* 0.0371 Tc -0.0011 Tw (out at school ) Tj 71.76 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Annette Herbert, Inclusive Education Network SA,) Tj -71.76 -13.92 TD (submission, pages 2-3\).) Tj -18 -27.84 TD /F4 12 Tf (Support services) Tj ET endstream endobj 175 0 obj 4541 endobj 173 0 obj << /Type /Page /Parent 167 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 174 0 R >> endobj 177 0 obj << /Length 178 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (52) Tj -207 707.52 TD /F1 12 Tf 0 Tc (Lack of specialist support services in rural and, especially, remote areas is) Tj 0 -13.8 TD (common, including s) Tj 109.8 0 TD (pecial education support staff and a range of essential) Tj -109.8 -13.8 TD (health and disability services.) Tj 18 -27.6 TD /F2 12 Tf 0.019 Tc 0.017 Tw (The services for children with disabilities are very hit and miss and) Tj 0 -13.92 TD 0.0269 Tc 0.0091 Tw (uncoordinated. There is no continuity of service of specialist staff either.) Tj T* 0.0415 Tc -0.0055 Tw (These staff do not know what has gone on before. There are also long) Tj T* 0.0317 Tc 0.0043 Tw (delays for service. We have a child with a broken hearing aid and it has) Tj T* 0.0312 Tc 0.0048 Tw (been broken for ages. He has been without it for most of this year) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(meeting with the Billiluna WA school community\).) Tj -18 -28.32 TD /F0 12 Tf 0.017 Tc 0.031 Tw (Lack of counselling and other support services an issue for teachers in) Tj 0 -14.16 TD 0.0136 Tc 0.0344 Tw (communities under 10,000 - % of respondents) Tj 5.4 -27.12 TD /F0 9.96 Tf 0.0178 Tc 0 Tw (NSW) Tj 49.56 0 TD 0.0817 Tc (NT) Tj 40.44 0 TD 0.0422 Tc (Qld) Tj 45 0 TD -0.1972 Tc (SA) Tj 45 0 TD 0.043 Tc (Tas) Tj 45 0 TD -0.0134 Tc (Vic) Tj 45 0 TD -0.1367 Tc (WA) Tj ET 84.84 561.24 0.72 0.72 re f 84.84 561.24 0.72 0.72 re f 85.56 561.24 48.84 0.72 re f 134.4 561.24 0.72 0.72 re f 135.12 561.24 39.72 0.72 re f 174.84 561.24 0.72 0.72 re f 175.56 561.24 44.28 0.72 re f 219.84 561.24 0.72 0.72 re f 220.56 561.24 44.28 0.72 re f 264.84 561.24 0.72 0.72 re f 265.56 561.24 44.28 0.72 re f 309.84 561.24 0.72 0.72 re f 310.56 561.24 44.28 0.72 re f 354.84 561.24 0.72 0.72 re f 355.56 561.24 44.28 0.72 re f 399.84 561.24 0.72 0.72 re f 399.84 561.24 0.72 0.72 re f 84.84 549.36 0.72 11.88 re f 134.4 549.36 0.72 11.88 re f 174.84 549.36 0.72 11.88 re f 219.84 549.36 0.72 11.88 re f 264.84 549.36 0.72 11.88 re f 309.84 549.36 0.72 11.88 re f 354.84 549.36 0.72 11.88 re f 399.84 549.36 0.72 11.88 re f BT 90.6 539.4 TD /F1 9.96 Tf -0.0332 Tc (15%) Tj 49.56 0 TD 0.0732 Tc -0.102 Tw ( -) Tj 40.44 0 TD -0.0332 Tc 0 Tw (12%) Tj 45 0 TD (22%) Tj 45 0 TD (13%) Tj 45 0 TD (35%) Tj 45 0 TD (13%) Tj ET 84.84 548.64 0.72 0.72 re f 85.56 548.64 48.84 0.72 re f 134.4 548.64 0.72 0.72 re f 135.12 548.64 39.72 0.72 re f 174.84 548.64 0.72 0.72 re f 175.56 548.64 44.28 0.72 re f 219.84 548.64 0.72 0.72 re f 220.56 548.64 44.28 0.72 re f 264.84 548.64 0.72 0.72 re f 265.56 548.64 44.28 0.72 re f 309.84 548.64 0.72 0.72 re f 310.56 548.64 44.28 0.72 re f 354.84 548.64 0.72 0.72 re f 355.56 548.64 44.28 0.72 re f 399.84 548.64 0.72 0.72 re f 84.84 537.24 0.72 11.4 re f 84.84 536.52 0.72 0.72 re f 84.84 536.52 0.72 0.72 re f 85.56 536.52 48.84 0.72 re f 134.4 537.24 0.72 11.4 re f 134.4 536.52 0.72 0.72 re f 135.12 536.52 39.72 0.72 re f 174.84 537.24 0.72 11.4 re f 174.84 536.52 0.72 0.72 re f 175.56 536.52 44.28 0.72 re f 219.84 537.24 0.72 11.4 re f 219.84 536.52 0.72 0.72 re f 220.56 536.52 44.28 0.72 re f 264.84 537.24 0.72 11.4 re f 264.84 536.52 0.72 0.72 re f 265.56 536.52 44.28 0.72 re f 309.84 537.24 0.72 11.4 re f 309.84 536.52 0.72 0.72 re f 310.56 536.52 44.28 0.72 re f 354.84 537.24 0.72 11.4 re f 354.84 536.52 0.72 0.72 re f 355.56 536.52 44.28 0.72 re f 399.84 537.24 0.72 11.4 re f 399.84 536.52 0.72 0.72 re f 399.84 536.52 0.72 0.72 re f BT 85.2 515.88 TD -0.0286 Tc -0 Tw (Source: YRC Survey Report page 55.) Tj 18 -27.48 TD /F2 12 Tf 0.0314 Tc 0.0046 Tw (Families of children with disabilities do not often stay in a rural or) Tj 0 -13.92 TD 0.0195 Tc 0.0165 Tw (remote community because the support services they need do not) Tj T* 0.0125 Tc 0.0235 Tw (exist. There is a lack of access to Guidance Officers, speech) Tj T* 0.0309 Tc 0.0051 Tw (pathologists and respite care) Tj 154.08 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Open Access College SA submission,) Tj -154.08 -13.92 TD (page 2\).) Tj 0 -27.72 TD /F2 12 Tf 0.0182 Tc 0.0178 Tw (Access to medical professionals such as ear, nose and throat specialists) Tj 0 -13.92 TD 0.0205 Tc 0.0155 Tw (is very erratic. It depends very much when they are available to visit the) Tj T* 0.0205 Tc 0.0155 Tw (community. Their visits tend to be very random. You get a fax a week) Tj T* 0.0319 Tc 0.0041 Tw (beforehand telling you they're coming. Then there is very little follow-up) Tj T* 0.0231 Tc 0.0129 Tw (afterwards. Sometimes you don) Tj -4.536 Tc 0 Tw (\222) Tj 0.0219 Tc 0.0141 Tw (t hear from them until 6 or 12 months) Tj T* 0.0342 Tc 0.0018 Tw (later. In the meantime you're tearing your hair out wondering what you) Tj T* 0.0513 Tc -0.0153 Tw (should do to help the child ) Tj 143.52 0 TD /F1 12 Tf 0 Tc 0 Tw (\(meeting with teachers) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (aides in Normanton) Tj -143.52 -13.92 TD (Qld\).) Tj 0 -27.72 TD /F2 12 Tf 0.0197 Tc 0.0163 Tw (Unless a child lives close to a major regional centre, is of very young) Tj 0 -13.92 TD 0.0319 Tc 0.0041 Tw (school age in New South Wales rural districts, the likelihood of them) Tj T* 0.0371 Tc -0.0011 Tw (receiving ongoing speech and language therapy is virtually non) Tj 336.36 0 TD 0.0144 Tc 0 Tw (-existent.) Tj -336.36 -13.92 TD 0.0277 Tc 0.0083 Tw (That's certainly different from the situation that exists within metropolitan) Tj 0 -13.92 TD 0.0293 Tc 0.0067 Tw (areas of New South Wales. Clearly, the ramifications that that has for) Tj T* 0.041 Tc -0.005 Tw (the child's learning and ongoing adjustment and development are) Tj T* 0.0327 Tc 0.0033 Tw (significant ) Tj 56.88 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Deborah Knight, Director of Dalwood Assessment Centre,) Tj -56.88 -13.92 TD (Sydney hearing\).) Tj -18 -27.6 TD (Many remote Indigenous schools do not have the special needs staff to which) Tj 0 -13.8 TD (their student profiles entitle them.) Tj 18 -27.6 TD /F2 12 Tf 0.0371 Tc -0.0011 Tw (We've got a lot of special needs students. They need to have a full) Tj 0 -13.92 TD 0.0396 Tc -0.0036 Tw (opportunity and have adequate facilities. Most of them are) Tj T* 0.0316 Tc 0.0044 Tw (disadvantaged group. For example in Stuart Park in Darwin they've got a) Tj ET endstream endobj 178 0 obj 6478 endobj 176 0 obj << /Type /Page /Parent 167 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 177 0 R >> endobj 180 0 obj << /Length 181 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (53) Tj -189 721.32 TD /F2 12 Tf 0.0354 Tc 0 Tw (special needs class and a special needs teacher; but in Aboriginal) Tj 0 -13.92 TD 0.024 Tc 0.012 Tw (communities we want the same) Tj 167.76 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Rosalind Djuwandayngu, Principal of) Tj -167.76 -13.92 TD (Milingimbi School NT, Darwin hearing\).) Tj -18 -27.84 TD /F4 12 Tf (Acceptance) Tj 0 -27.6 TD /F1 12 Tf (Although in general the inquiry found that other students are willing to include) Tj 0 -13.8 TD (students with disabilities, teasing was occasionally mentioned.) Tj 18 -27.6 TD /F2 12 Tf 0.0168 Tc (There) Tj -4.536 Tc (\222) Tj 0.0365 Tc -0 Tw (s one guy with one leg shorter than the other. He wears a special) Tj 0 -13.92 TD 0.0257 Tc 0.0103 Tw (shoe. The stairs are fine for him. People tease him. Sometimes the) Tj T* 0.036 Tc -0 Tw (students with intellectual disabilities might say or do stupid things and) Tj T* 0.0374 Tc -0.0014 Tw (people make fun of them for that. Other than that it) Tj -4.536 Tc 0 Tw (\222) Tj 0.0413 Tc -0.0053 Tw (s pretty good. People) Tj T* 0.0294 Tc 0.0066 Tw (know really not to make fun of them for their problems. And they do have) Tj T* 0.022 Tc 0.014 Tw (friends, so it) Tj -4.536 Tc 0 Tw (\222) Tj -0 Tc 0.036 Tw (s easier for them \226 they) Tj -4.536 Tc 0 Tw (\222) Tj 0.0378 Tc -0.0018 Tw (re not totally isolated) Tj 306 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student) Tj -306 -13.92 TD (meeting at Bairnsdale Vic\).) Tj -18 -29.88 TD /F0 14.04 Tf 0.0123 Tc 0.0727 Tw (Some programs for students with disabilities) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (Otitis media \(middle ear infection\) can affect up to 70% or 80% of students in) Tj 0 -13.8 TD (some schools every day. It is difficult to address because the group affected) Tj T* (changes regularly. Individual schools have initiated programs to address the) Tj T* (effects of otitis media. In Nguiu on Bathurst Island NT the inquiry was told that) Tj T* (every classroom in the school has an amplification system and the teachers) Tj T* (use microphones. Here, as in many schools, an ear program is conducted) Tj T* (every morning which involves nose blowing and checking the children's ears.) Tj T* (The school at Billiluna WA also has a program of nose blowing and coughing to) Tj T* (improve hearing, but there are still a number of students who are in need of) Tj T* (medical attention and must wait before a specialist can see them.) Tj 0 -27.6 TD (Education Queensland produced a CD-ROM professional development) Tj 0 -13.8 TD (package in 1997. Entitled ) Tj -4.32 Tc (\221) Tj 0 Tc (Otitis Media: What Every Teacher Should Know) Tj -4.32 Tc (\222) Tj 0 Tc (, it is) Tj T* (designed for use by Indigenous community teachers and provides information) Tj T* (on the health, audiological and education management of otitis media) Tj T* (\(Education Queensland submission, page 17\).) Tj 0 -27.6 TD (The NT Education Minister recently announced a more comprehensive) Tj 0 -13.8 TD (approach to otitis media detection in Territory government schools.) Tj 18 -27.6 TD /F2 12 Tf 0.0267 Tc 0.0093 Tw ([W]e will require the Head Teacher or Principal in each community to) Tj 0 -13.92 TD 0.0352 Tc 0 Tw (meet regularly with local health personnel to develop strategies that best) Tj T* 0.0218 Tc 0.0142 Tw (suit the individual circumstances of each community and to monitor and) Tj T* 0.0151 Tc 0.0209 Tw (track the progress of these measures. These new formalised) Tj T* 0.0288 Tc 0.0072 Tw (arrangements will be in place for the commencement of the new school) Tj T* 0.0349 Tc 0.0011 Tw (year [2000].) Tj 0 -27.72 TD 0.039 Tc -0.003 Tw (A real benefit of these measures will be the earlier detection of hearing) Tj 0 -13.92 TD 0.0323 Tc 0.0037 Tw (and general ear problems which are a key factor affecting Aboriginal) Tj T* 0.0285 Tc 0 Tw (children) Tj -4.536 Tc (\222) Tj 0.0355 Tc 0 Tw (s attentiveness and learning ) Tj 198 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Hon. Peter Adamson, NT) Tj -198 -13.92 TD (Education Minister, Statement to Parliament, 24 November 1999\).) Tj ET endstream endobj 181 0 obj 4318 endobj 179 0 obj << /Type /Page /Parent 167 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 180 0 R >> endobj 183 0 obj << /Length 184 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (54) Tj -207 707.4 TD /F1 12 Tf 0 Tc (The Dalwood Assessment Centre in Sydney, in conjunction with Palm School,) Tj 0 -13.8 TD (provides an assessment, therapy and remediation service for NSW rural) Tj T* (children of infants and primary school age who are experiencing severe) Tj T* (learning, speech and language or behavioural and emotional disorders. The) Tj T* (service includes assessment, program design, an outreach program, teacher) Tj T* (in-servicing, residential programs and consultation services. It combines regular) Tj T* (visits by staff to the students and teachers in rural schools and subsidised) Tj T* (residential programs and assessment in the Sydney Centre.) Tj 0 -27.6 TD (Another initiative for students with disabilities is ) Tj -4.32 Tc (\221) Tj 0 Tc (Bush 黑料情报站) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (in Queensland.) Tj 18 -27.72 TD /F2 12 Tf 0.0199 Tc 0.0161 Tw (There are some positive programs in Mt Isa that provide support for) Tj 0 -13.92 TD 0.0298 Tc 0.0062 Tw (students with disabilities. 'Bush 黑料情报站' is a community based health) Tj T* 0.0219 Tc 0.0141 Tw (program that provides psychologists and other professional support for) Tj T* 0.0311 Tc 0.0049 Tw (students with intellectual disabilities. However, its funding is very limited) Tj T* 0.0336 Tc 0.0024 Tw (and it also has restrictive age and eligibility requirements. In addition, it) Tj T* 0.025 Tc 0.011 Tw (is subject to parental consent and parents are sometimes reluctant to) Tj T* 0.0352 Tc 0.0008 Tw (admit that their child has an intellectual problem ) Tj 257.52 0 TD /F1 12 Tf 0 Tc 0 Tw (\(public meeting in Mt) Tj -257.52 -13.92 TD (Isa Qld\).) Tj -18 -29.88 TD /F0 14.04 Tf -0.0144 Tc 0.0994 Tw (Recommendations received) Tj 0 -28.32 TD /F4 12 Tf 0 Tc 0 Tw (Integration) Tj 0 -27.6 TD /F1 12 Tf (Recommendations addressed five principal areas of concern to the inquiry.) Tj 0 -13.8 TD (There is a need to entrench a philosophy and commitment to integration of) Tj T* (students with disabilities.) Tj 18 -27.6 TD /F2 12 Tf 0.0332 Tc 0.0028 Tw (If there is inadequacy in schooling for children with disabilities in rural) Tj 0 -13.92 TD 0.0281 Tc 0.0079 Tw (areas I think that we should be trying to address this problem by) Tj T* 0.0313 Tc 0.0047 Tw (providing regular schools with the staff/resources they need to be able) Tj T* 0.0364 Tc -0 Tw (to provide for children with disabilities. I think in the long run this) Tj T* 0.0424 Tc -0.0064 Tw (alternative will not only be cheaper than building and staffing more) Tj T* 0.0317 Tc 0.0043 Tw (special schools but will also involve children with disabilities as part of) Tj T* 0.0244 Tc 0.0116 Tw (their local community. It would save on travel time, boarding costs and I) Tj T* 0.0398 Tc -0.0038 Tw (think it would generally be a lot easier on the children and families) Tj 350.88 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Tim) Tj -350.88 -13.92 TD (Loreman, Faculty of Education, Monash University, submission\).) Tj 0 -27.6 TD /F2 12 Tf 0.0315 Tc 0.0045 Tw ([T]he education sector and government [should] establish equity policies) Tj 0 -13.92 TD 0.023 Tc 0.013 Tw (for children with disabilities from rural and remote areas) Tj 295.44 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA Qld) Tj -295.44 -13.92 TD (submission, page 7\).) Tj -18 -27.72 TD (In NSW Family Advocacy recommended) Tj 18 -27.6 TD /F2 12 Tf 0.0305 Tc 0.0055 Tw (Change the state education policy to remove the barriers to all children) Tj 0 -13.92 TD 0.0392 Tc -0.0032 Tw (having a right to be welcomed and educated in the regular class of the) Tj T* 0.0329 Tc 0.0031 Tw (local school. A change of policy would clarify the responsibility of the) Tj T* 0.0364 Tc -0 Tw (school to all students and force staff to recognise the need to change) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(submission, page 3\).) 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Tj 18 -26.76 TD /F2 12 Tf 0.0343 Tc 0.0017 Tw (Students with disabilities from rural and remote areas [should be] funded) Tj 0 -13.92 TD 0.0303 Tc 0.0057 Tw (according to their educational needs, particularly in the areas of transport,) Tj T* 0.0441 Tc -0.0081 Tw (equipment and building modifications, individual educational support and) Tj T* -0.0008 Tc 0.0368 Tw (therapy services) Tj 87.6 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(SA Independent Schools Board submission, page 18\).) Tj -87.6 -27.72 TD /F2 12 Tf 0.039 Tc -0.003 Tw ([A] special needs component [should] be built into the normal) Tj 0 -13.92 TD 0.0324 Tc 0.0036 Tw (government funding methods for families with children with disabilities) Tj T* 0.0368 Tc -0.0008 Tw (who live in rural and isolated areas) Tj 185.52 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ICPA Qld submission, page 7\).) Tj -203.52 -27.96 TD /F4 12 Tf (Accommodation) Tj 0 -27.6 TD /F1 12 Tf (There is a need to ensure that all facilities and resources are in place in) Tj 0 -13.8 TD (advance of enrolment of a student with a disability.) Tj 18 -27.6 TD /F2 12 Tf 0.0358 Tc 0 Tw (Ensure effective planning at the local school level so that teachers and) Tj 0 -13.92 TD 0.0279 Tc 0.0081 Tw (parents can prepare from year to year confident that the teacher will) Tj T* 0.034 Tc 0.002 Tw (have the necessary knowledge and skills to teach all the students in the) Tj T* -0.0192 Tc 0 Tw (class) Tj 27.36 0 TD /F1 12 Tf 0 Tc ( \(Family Advocacy NSW submission, page 3\).) Tj -45.36 -27.96 TD /F4 12 Tf (Staff training) Tj 0 -27.6 TD /F1 12 Tf (There is a need to skill rural teachers to implement integration effectively.) Tj 18 -30.36 TD /F2 12 Tf 0.037 Tc -0.001 Tw (Provide significant, quality training in the philosophy and practice of) Tj 0 -13.92 TD 0.0298 Tc 0.0062 Tw (inclusive education including ensuring all teachers have skills in) Tj T* 0.0108 Tc 0.0252 Tw (assessment, curriculum design, instruction and classroom management) Tj T* 0.0328 Tc 0.0032 Tw (consistent with today) Tj -4.536 Tc 0 Tw (\222) Tj 0.0134 Tc 0.0226 Tw (s reality of classrooms of students of mixed ability) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(Family Advocacy NSW submission, page 3\).) Tj 0 -27.6 TD /F2 12 Tf 0.0274 Tc 0.0086 Tw (Schools that enrol students with disabilities from rural and remote areas) Tj 0 -13.92 TD 0.0393 Tc -0.0033 Tw ([should] be provided with additional funds to support teacher professional) Tj T* 0.0248 Tc 0.0112 Tw (development in the area of disability and associated curriculum issues) Tj 372.6 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(SA) Tj -372.6 -13.92 TD (Independent Schools Board submission, pages 18-19\).) Tj -18 -27.96 TD /F4 12 Tf (Assessment and treatment) Tj 0 -27.6 TD /F1 12 Tf (Submissions particularly addressed ways to overcome the severe lack of) Tj 0 -13.8 TD (disability assessment, treatment and support services in rural areas. ) Tj 366 0 TD (The) Tj -366 -13.8 TD (Director of the Dalwood Assessment Centre in Sydney suggested) Tj 18 -27.6 TD /F2 12 Tf 0.0236 Tc 0.0124 Tw (The answer is probably supplementation to services such as our own ) Tj 5.064 Tc 0 Tw (\205) Tj 0 -13.92 TD 0.0395 Tc -0.0035 Tw (where we do have the expertise and the facilities to in fact provide the) Tj T* 0.0087 Tc 0.0273 Tw (programming for children. 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In NSW Indigenous students make up 3.5% of) Tj T* (enrolments in government schools compared with 38% in the NT; under 1% in) Tj T* (Victoria compared with 58% in the Kimberley region of WA.) Tj 0 -27.6 TD -0.0073 Tc 0.0073 Tw (In many parts of Australia Indigenous people \226 adults and children alike \226 have) Tj 0 -13.8 TD 0 Tc 0 Tw (become alienated from the school system. Participation, attendance and) Tj T* (retention rates for Indigenous students are lower than for others. However, the) Tj T* (inquiry observed that, where parents and community members play an active) Tj T* (and decision-making role in the school, students enjoy their schooling and feel) Tj T* (optimistic about their current and future prospects. On Bathurst Island, for) Tj T* (example, the inquiry was told) Tj 18 -27.6 TD /F2 12 Tf 0.028 Tc 0.008 Tw (School is lots of fun. There are lots of activities. It) Tj -4.536 Tc 0 Tw (\222) Tj 0.027 Tc 0.009 Tw (s not just sport. School) Tj 0 -13.92 TD 0.0416 Tc -0.0056 Tw (is about education and education is power for me. And there are a lot of) Tj T* 0.0476 Tc -0.0116 Tw (things that I need to know about the whole world. When I leave school I) Tj T* 0.0348 Tc 0.0012 Tw (might go to a University in Darwin. I want to be a scientist. I will find a) Tj T* 0.0344 Tc 0.0016 Tw (school in Darwin before I go to University. In future I hope to be) Tj T* 0.0442 Tc -0.0082 Tw (President of the Land Council) Tj 158.16 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting at Nguiu NT\).) Tj -158.16 -27.84 TD /F2 12 Tf 0.0306 Tc 0.0054 Tw (I want to come to school and I want to get a better job in my community.) Tj 0 -13.92 TD 0.0436 Tc -0.0076 Tw (I want to be a Councillor. I) Tj -4.536 Tc 0 Tw (\222) Tj 0.0415 Tc -0.0055 Tw (m not sure how long I will be at school but) Tj T* 0.0312 Tc 0.0048 Tw (after school I would like to do some VET subjects or go to Batchelor) Tj T* 0.0371 Tc 0 Tw ([Institute]) Tj 48.96 0 TD /F1 12 Tf 0 Tc ( \(student meeting at Nguiu NT\).) Tj -66.96 -27.72 TD (The Tiwi people and the Land Councils of both Bathurst and Melville Islands) Tj 0 -13.8 TD (have developed a ) Tj -4.32 Tc (\221) Tj 0 Tc (2010 Plan) Tj -4.32 Tc (\222) Tj 0 Tc (. Positions in community employment are) Tj T* (identified and all that is required to ensure Tiwi people are adequately trained) Tj T* (and qualified to take each position by the year 2010 will be put in train.) Tj ET endstream endobj 194 0 obj 5148 endobj 192 0 obj << /Type /Page /Parent 186 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 15 0 R >> /ProcSet 2 0 R >> /Contents 193 0 R >> endobj 196 0 obj << /Length 197 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (58) Tj -189 721.32 TD /F2 12 Tf 0.018 Tc (We) Tj -4.536 Tc (\222) Tj 0.0322 Tc 0.0038 Tw (re heading towards 2010, maybe sooner, to take over the main) Tj 0 -13.92 TD 0.0376 Tc -0.0016 Tw (positions that the non-Tiwis have on this island. We are heading towards) Tj T* 0.0259 Tc 0.0101 Tw (this position and as you know education is a major key; it plays a major) Tj T* 0.0422 Tc -0.0062 Tw (role towards that. So the education has to be one that our children are) Tj T* 0.0422 Tc -0.0062 Tw (happy with and we want our children to succeed and to achieve) Tj T* 0.0143 Tc 0.0217 Tw (outcomes in that process) Tj 133.8 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(public meeting at Nguiu NT\).) Tj -151.8 -30 TD /F0 14.04 Tf -0.0432 Tc 0.1282 Tw (Access and support) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (The lack of schools in many Indigenous communities and the) Tj 0 -13.8 TD (inappropriateness of boarding and distance education as alternatives have) Tj T* (been raised in Chapter 3. Whether education is accessible and available) Tj T* (should be measured by objective criteria. Students must have access to) Tj T* (education in fact and not just in theory. They must have access to education) Tj T* (without forfeiting other rights such as the right to rest and leisure or) Tj T* (participation in family and cultural events. The right to education is violated if) Tj T* (accessing education is substantially harder or more onerous, without) Tj T* (reasonable cause or necessity, for one group than another or harder for a) Tj T* (substantially higher proportion of one group over another.) Tj 0 -27.6 TD (Another critical aspect of accessibility of schooling is cultural appropriateness.) Tj 0 -13.8 TD (Yet the inquiry heard that most schools still operate on an assimilationist) Tj T* (paradigm.) Tj 18 -27.6 TD /F2 12 Tf 0.0275 Tc 0.0085 Tw (Current mainstream schools perpetuate attitudes and values which do) Tj 0 -13.92 TD 0.0352 Tc 0.0008 Tw (not reflect the culture and lives of Indigenous students) Tj 288.24 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Beverley) Tj -288.24 -13.92 TD (Angeles, Indigenous Education Council, Darwin hearing\).) Tj -18 -27.6 TD (Aboriginal cultural studies and cross-cultural education are not prerequisites to) Tj 0 -13.8 TD (graduation for all Australian student teachers although, the inquiry was told, in) Tj T* (NSW and WA teachers are currently being ) Tj -4.32 Tc (\221) Tj 0 Tc (in-serviced) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (in cultural awareness.) Tj 18 -27.6 TD /F2 12 Tf 0.0373 Tc -0.0013 Tw (Few teachers can report that their initial training and qualification has) Tj 0 -13.92 TD 0.0312 Tc 0.0048 Tw (properly prepared them to either teach indigenous students or to provide) Tj T* 0.0443 Tc -0.0083 Tw (non indigenous students with an understanding of the history and) Tj T* 0.0383 Tc -0.0023 Tw (culture of Australia's indigenous people) Tj 209.28 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Independent Education Union) Tj -209.28 -13.92 TD (submission, page 16\).) Tj 0 -27.6 TD /F2 12 Tf 0.0327 Tc 0.0033 Tw (Teaching staff employed in the communities have little understanding of) Tj 0 -13.92 TD 0.0392 Tc -0.0032 Tw (the Indigenous culture and maybe non-Aboriginal teachers need to have) Tj T* 0.0395 Tc -0.0035 Tw (ongoing workshops about culture and Aboriginal education issues, to) Tj T* 0.0405 Tc -0.0045 Tw (even begin to understand how to teach or effectively teach Indigenous) Tj T* 0.027 Tc 0.009 Tw (students ) Tj 48.96 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Yipirinya School NT submission\).) Tj -66.96 -27.72 TD (All school systems recognise the need to engage Indigenous educators.) Tj 0 -13.8 TD (Aboriginal and Islander Education Workers \(AIEWs\) provide assistance to) Tj T* (classroom teachers and carry out community liaison functions. Their role) Tj T* (typically includes curriculum development work and classroom management) Tj T* (assistance. The experience of the Moree Time Out Centre, which provides an) Tj ET endstream endobj 197 0 obj 4217 endobj 195 0 obj << /Type /Page /Parent 186 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 196 0 R >> endobj 199 0 obj << /Length 200 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (59) Tj -207 721.32 TD /F1 12 Tf 0 Tc (alternative education program for students at risk, testifies to the significance of) Tj 0 -13.8 TD (AIEWs.) Tj 18 -27.6 TD /F2 12 Tf 5.064 Tc -5.028 Tw (\205 ) Tj 0.0371 Tc -0.0011 Tw (for the last 12 months 90% of our students have been non-Aboriginal.) Tj 0 -13.92 TD 0.0422 Tc -0.0062 Tw (But up until then my students were 90% Aboriginal. We have had a) Tj T* 0.0364 Tc -0 Tw (sudden change around within the community in the last 12 months. At) Tj T* 0.0392 Tc -0.0032 Tw (the moment I have no Aboriginal students within the Centre ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.036 Tc 0 Tw (Courallie) Tj T* 0.0346 Tc 0.0014 Tw (High [one of two referring schools] got a very large amount of funding in) Tj T* 0.0428 Tc -0.0068 Tw (the last financial period to employ 7 Aboriginal tutors to help within the) Tj T* 0.0212 Tc 0.0148 Tw (school and before that the majority of my students came from Courallie.) Tj T* 0.0307 Tc 0.0053 Tw (That then opened it up for Moree High to refer more students. It is first) Tj T* 0.0283 Tc 0.0077 Tw (in, first served. That funding made a difference to Courallie High, a very) Tj T* 0.0511 Tc -0.0151 Tw (big difference. Moree High did not get that funding) Tj 267.48 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Anne Taylor, Moree) Tj -267.48 -13.92 TD (Time Out Centre, Moree NSW hearing\).) Tj -18 -27.6 TD (AIEWs also provide Indigenous language, literacy and cultural awareness) Tj 0 -13.8 TD (activities within the school. However, the inquiry was told that there are still too) Tj T* (few AIEWs and that their terms and conditions of employment and their career) Tj T* (path opportunities under-value their qualifications and contribution. AIEWs) Tj T* (should have the opportunity to translate their qualifications and experience into) Tj T* (a full teaching qualification.) Tj 18 -27.6 TD /F2 12 Tf 0.0423 Tc -0.0063 Tw ([We need] identified Aboriginal teaching positions in all schools. [We) Tj 0 -13.92 TD 0.0507 Tc -0.0147 Tw (also need to] enhance the pathways for Indigenous people wanting to) Tj T* 0.0173 Tc 0.0187 Tw (be educators in their community) Tj 170.4 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Yipirinya School NT submission\).) Tj -170.4 -27.72 TD /F2 12 Tf 0.0236 Tc 0.0124 Tw (The main concern of the Aboriginal Education Workers is the temporary) Tj 0 -13.92 TD 0.0375 Tc -0.0015 Tw (nature of their positions or ambiguity about their positions. Meetings and) Tj T* 0.0281 Tc 0.0079 Tw (visits have revealed that only one Catholic employer [in NSW and ACT]) Tj T* 0.0373 Tc -0.0013 Tw (has granted permanency as a general rule to Aboriginal Education) Tj T* 0.0122 Tc 0.0238 Tw (Workers. Another Catholic employer has some permanent workers) Tj T* 0.027 Tc 0.009 Tw (\(although the workers were not aware of their status\) others are issued) Tj T* 0.0208 Tc 0.0152 Tw (temporary contracts. Permanent staff are employed only in areas with a) Tj T* 0.0447 Tc -0.0087 Tw (very high Aboriginal population.) Tj 0 -27.84 TD 0.0425 Tc -0.0065 Tw (In addition, the ill defined nature of the role does provide difficulties for) Tj 0 -13.92 TD 0.0159 Tc 0.0201 Tw (AEWs in some circumstances. Some are under utilised or are used for) Tj T* 0.0222 Tc 0.0138 Tw (limited tasks not particularly related to students and community needs) Tj T* 0.0268 Tc 0.0092 Tw (\(eg sharpening pencils, photocopying\) whilst others have a very) Tj T* 0.0374 Tc -0.0014 Tw (demanding role that often exceeds paid time allocations and levels of) Tj T* 0.024 Tc 0 Tw (remuneration) Tj 70.8 0 TD /F1 12 Tf 0 Tc ( \(Diet Calliope, Indigenous Adviser, NSW/ACT) Tj -70.8 -13.92 TD (Independent Education Union, submission, pages 2-3\).) Tj -18 -29.88 TD /F0 14.04 Tf 0 Tc 0.0842 Tw (Barriers to participation and success) Tj 18 -28.08 TD /F2 12 Tf 0.0252 Tc 0.0108 Tw ([There are] significant shortcomings within the education system which) Tj 0 -13.92 TD 0.0394 Tc -0.0034 Tw (has failed Indigenous people in a number of ways. These include, for) Tj T* 0.0356 Tc 0 Tw (example, the lack of relevance to Indigenous needs, culture, knowledge) Tj T* 0.0454 Tc -0.0094 Tw (and experience; failure to engage Indigenous children in the learning) Tj T* 0.0155 Tc 0.0205 Tw (process, particularly beyond the compulsory years; failure to effectively) Tj ET endstream endobj 200 0 obj 4571 endobj 198 0 obj << /Type /Page /Parent 186 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 199 0 R >> endobj 202 0 obj << /Length 203 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (60) Tj -189 721.32 TD /F2 12 Tf 0.0158 Tc 0.0202 Tw (address the issues of racism and discrimination experienced by) Tj 0 -13.92 TD 0.0424 Tc -0.0064 Tw (Indigenous students, both in the school environment and in the job) Tj T* 0.0215 Tc 0.0145 Tw (market; failure to effectively involve parents and communities in their) Tj T* 0.0393 Tc -0.0033 Tw (children's education and the inadequate number of teachers with) Tj T* 0.034 Tc 0.002 Tw (appropriate skills and cultural knowledge and the lack of facilities) Tj T* 0.0303 Tc 0.0057 Tw (available to students in rural and remote areas ) Tj 251.04 0 TD /F1 12 Tf 0 Tc 0 Tw (\(David Curtis, ATSIC) Tj -251.04 -13.92 TD (Commissioner, Melbourne hearing\).) Tj -18 -27.6 TD (The inquiry also heard that there are high rates of disability and illness among) Tj 0 -13.8 TD (Indigenous school students in NT, WA, NSW and Queensland.) Tj 18 -27.6 TD /F2 12 Tf 0.0195 Tc 0.0165 Tw (As a direct result of poverty many Indigenous children suffer from acute) Tj 0 -13.92 TD 0.037 Tc -0.001 Tw (health problems such as under nutrition, hepatitis B and anaemia which) Tj T* 0.0349 Tc 0.0011 Tw (affects their ability to learn at school as well as their attendance. Vision) Tj T* 0.0248 Tc 0.0112 Tw (and hearing difficulties occur very commonly and Indigenous children) Tj T* 0.0321 Tc 0.0039 Tw (are susceptible to a broad range of infectious diseases. Major ear) Tj T* 0.0248 Tc 0.0112 Tw (diseases such as Otitis Media impair learning ability. Hearing problems) Tj T* 0.0043 Tc 0.0317 Tw (may account for some of the classroom ) Tj -4.416 Tc 0 Tw (\221) Tj 0.0336 Tc (disruption) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.046 Tc -0.01 Tw (where hearing) Tj T* 0.0297 Tc 0.0063 Tw (impaired Indigenous children make use of their peers \(often seated) Tj T* 0.036 Tc 0 Tw (adjacent\) to ) Tj -4.416 Tc 0 Tw (\221) Tj 0.028 Tc (translate) Tj -4.536 Tc (\222) Tj 0.0212 Tc 0.0148 Tw (. In conventionally structured class situations,) Tj T* 0.0175 Tc 0.0185 Tw (such activity is likely to be interpreted by teachers as disruptive) Tj T* 0.031 Tc 0.005 Tw (behaviour and the removal of this source can disadvantage a child) Tj -4.536 Tc 0 Tw (\222) Tj -0.072 Tc (s) Tj T* 0.0285 Tc 0.0075 Tw (progress. Otitis Media and other health problems also account for) Tj T* 0.0217 Tc 0.0143 Tw (frequent absences from school for many Aboriginal and Torres Strait) Tj T* 0.0446 Tc -0.0086 Tw (Islander people) Tj 82.44 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ATSIC submission, pages 27-28\).) Tj -100.44 -30.36 TD /F0 14.04 Tf -0.0117 Tc (Outcomes) Tj 18 -28.08 TD /F2 12 Tf 0.029 Tc 0.007 Tw (The Commonwealth Government, together with all State and Territory) Tj 0 -13.92 TD 0.0185 Tc 0.0175 Tw (Governments, recognises that Australia) Tj -4.536 Tc 0 Tw (\222) Tj 0.0456 Tc -0.0096 Tw (s Indigenous people are ) Tj -4.416 Tc 0 Tw (\221) Tj 0.06 Tc (the) Tj T* 0.0291 Tc 0.0069 Tw (most educationally disadvantaged group in the community) Tj -4.536 Tc 0 Tw (\222) Tj 0.0502 Tc -0.0142 Tw (. Indigenous) Tj T* 0.039 Tc -0.003 Tw (people participate in and attain significantly less from education than the) Tj T* 0.0307 Tc 0.0053 Tw (rest of the Australian population and this impacts adversely on their) Tj T* 0.0329 Tc 0.0031 Tw (economic and social well-being) Tj 166.56 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(DETYA submission, page 12\).) Tj -184.56 -27.72 TD (A significant number of Indigenous students do not complete the compulsory) Tj 0 -13.8 TD (years of schooling. For example, only 94.2% of Indigenous students) Tj T* (progressed from Year 8 in 1997 to Year 9 in 1998 \(DETYA submission, page) Tj T* (89\). In 1994 over one-third of Indigenous 15 to 24 year olds had not completed) Tj T* (Year 10 \(ATSIC submission, page 15\).) Tj 18 -27.6 TD /F2 12 Tf 0.0251 Tc 0.0109 Tw ([T]he non-completion rate can be far greater for rural and remote) Tj 0 -13.92 TD 0.0353 Tc 0 Tw (locations, for example, 63.4% for Bourke and 84.2% for Aputula) Tj 339.6 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(David) Tj -339.6 -13.92 TD (Curtis, ATSIC Commissioner, Melbourne hearing\).) Tj -18 -27.6 TD (Attendance by those enrolled is also relatively low, sometimes falling to an) Tj 0 -13.8 TD (estimated 20% attendance \(for example, during ceremony times\) \(ATSIC) Tj T* (submission, page 26\). The school retention rate to Year 12 for Indigenous) Tj T* (students is around 33% compared to almost 73% for all students \(DETYA) Tj T* (submission, page 89\).) 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The) Tj T* 0.0319 Tc 0.0041 Tw (percentage of other Australian students with significantly lower literacy) Tj T* 0.0285 Tc 0.0075 Tw (and numeracy achievement levels was estimated at 16% in both urban) Tj T* 0.0295 Tc 0.0065 Tw (and rural and remote locations ) Tj 165.96 0 TD /F1 12 Tf 0 Tc 0 Tw (\(DETYA submission, page 48\).) Tj -183.96 -27.72 TD (The experience of Bourke Public School in north-western NSW, where 50% of) Tj 0 -13.8 TD (students are Aboriginal, demonstrates that poor outcomes are by no means) Tj T* (inevitable for Indigenous children.) Tj 18 -27.6 TD /F2 12 Tf 0.0276 Tc 0.0084 Tw (The kids come first. Bourke Public School in 1999 attempts to be a child-) Tj 0 -13.92 TD 0.0213 Tc 0.0147 Tw (centred community school. [We have] a needs-based literacy and) Tj T* 0.0252 Tc 0.0108 Tw (numeracy program, where children can work at their own developmental) Tj T* 0.031 Tc 0.005 Tw (stage. We were fortunate enough to kick on the literacy push two years) Tj T* 0.0389 Tc -0.0029 Tw (before it became a departmental agenda and it has evolved to meet the) Tj T* 0.0298 Tc 0.0062 Tw (needs of our kids. One of the indicators ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0292 Tc 0.0068 Tw (was that last year our Year 5) Tj T* 0.0306 Tc 0.0054 Tw (Aboriginal kids were less than 1% under all our kids in literacy in BST) Tj T* 0.0265 Tc 0.0095 Tw ([Basic Skills Test]. I think there are few schools that are big schools that) Tj T* 0.0274 Tc 0.0086 Tw (can make that claim. We have a current attendance rate of 92%. I think) Tj T* 0.0381 Tc -0.0021 Tw (the fundamental rule is that every child should be able to do the work.) Tj T* 0.029 Tc 0.007 Tw (When they go home and mum and dad or nan says to them ) Tj -4.416 Tc 0 Tw (\221) Tj 0.012 Tc 0.024 Tw (What sort) Tj T* 0.0439 Tc -0.0079 Tw (of a day did you have today, what did you learn?) Tj -4.536 Tc 0 Tw (\222) Tj 0.0333 Tc 0.0027 Tw (, those kids should be) Tj T* 0.0354 Tc 0 Tw (able to actually tell their parents that they have learnt something.) Tj 0 -27.72 TD 0.0288 Tc 0.0072 Tw (There may be other schools that have the computer technology that we) Tj 0 -13.92 TD 0.0513 Tc -0.0153 Tw (have but there wouldn) Tj -4.536 Tc 0 Tw (\222) Tj 0.0328 Tc 0.0032 Tw (t be too many that have better facilities. We have) Tj T* 0.0295 Tc 0.0065 Tw (across this school 8 separate Internet sites and we have a train full of) Tj T* 0.0264 Tc 0.0096 Tw (computers so that each child has their own machine. We have) Tj T* 0.0265 Tc 0.0095 Tw (information terminals in the library, scanning facilities and digital camera) Tj T* 0.0275 Tc 0.0085 Tw (facilities. We have just established a global classroom approved as a) Tj T* 0.0329 Tc 0.0031 Tw (pilot scheme where a group of 30 kids will actually work with a facilitator) Tj T* 0.0393 Tc -0.0033 Tw (not a teacher. The facilitator will work with them on what they would like) Tj T* 0.0402 Tc -0.0042 Tw (to learn, how they will learn it, how they will present it, what outcomes) Tj T* 0.0447 Tc -0.0087 Tw (they will be chasing while they are doing it) Tj 224.52 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Paul Loxley, Principal of) Tj -224.52 -13.92 TD (Bourke Public School, Bourke NSW hearing\).) Tj -18 -29.88 TD /F0 14.04 Tf -0 Tc 0.0853 Tw (Indigenous cultural studies) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (The major objective of the Commonwealth, State and Territory education) Tj 0 -13.8 TD (departments is to improve Indigenous student attendance rates and their) Tj T* (English literacy and numeracy outcomes. The inquiry found that the teaching of) Tj T* (comprehensive Indigenous cultural studies courses is limited in both) Tj T* (government and Catholic school systems although there is increasing) Tj T* (awareness of the need to provide an Indigenous perspective.) 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However, there are mandatory sections on Aboriginal) Tj T* 0.0265 Tc 0.0095 Tw (Studies in other syllabuses, namely History and Geography, Year 7 to) Tj T* 0.0248 Tc 0.0112 Tw (10 syllabuses; and the new primary Human Society and Its Environment) Tj T* 0.0292 Tc 0.0068 Tw (syllabus also has mandatory Aboriginal education components ) Tj 336.6 0 TD /F1 12 Tf 0 Tc 0 Tw (\(George) Tj -336.6 -13.92 TD (Green, Assistant Director-General \(Student Services and Equity) Tj 0 -13.8 TD (Programs\), NSW Department of Education and Training, Sydney) Tj T* (hearing\).) Tj -18 -27.6 TD (In Moree NSW the inquiry was told) Tj 18 -27.6 TD /F2 12 Tf 0.0273 Tc 0.0087 Tw (There are very few resources if you want to teach Aboriginal studies in) Tj 0 -13.92 TD 0.0278 Tc 0.0082 Tw (primary school. We have Aboriginal aides in schools to develop) Tj T* 0.0284 Tc 0.0076 Tw (resources for the whole community and they are not developing local) Tj T* 0.0323 Tc 0.0037 Tw (material. The reason that this is happening is because principals don) Tj -4.536 Tc 0 Tw (\222) Tj 0.036 Tc (t) Tj T* 0.0345 Tc 0.0015 Tw (see Aboriginal education as a priority) Tj 197.52 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(public meeting in Moree NSW\).) Tj -215.52 -27.72 TD (A survey of WA government schools in 1997 showed that only 88 out of 768) Tj 0 -13.8 TD (\(11.5%\) offered Aboriginal Studies and 29 out of 827 \(3.5%\) offered programs) Tj T* (in 19 Aboriginal languages. Six of 25 Aboriginal pre-schools \(24%\) offered) Tj T* (Aboriginal languages \(EDWA 1998\).) Tj 0 -27.6 TD (There are four main arguments for teaching local Indigenous history, culture,) Tj 0 -13.8 TD (language and values in schools.) Tj 0 -27.6 TD (1.) Tj 18 0 TD (Indigenous children have a right to learn their own history, culture and) Tj 0 -13.8 TD (language.) Tj 0 -27.6 TD /F2 12 Tf 0.0194 Tc 0.0166 Tw (In our remote areas there are many linguistic backgrounds. These) Tj 0 -13.92 TD 0.0305 Tc 0.0055 Tw (languages are the lifeline for the remote communities, because you) Tj T* 0.0327 Tc 0.0033 Tw (cannot separate culture from language ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.044 Tc -0.008 Tw (Language gives identity, it) Tj T* 0.0308 Tc 0.0052 Tw (gives self-esteem, it makes Indigenous people unique ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 305.16 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Sister Anne) Tj -305.16 -13.92 TD (Gardiner, Darwin hearing\).) Tj -18 -27.6 TD (2.) Tj 18 0 TD (Indigenous children will have better learning outcomes if they learn their) Tj 0 -13.8 TD (own history, culture and language as well as other curriculum.) Tj 0 -27.6 TD /F2 12 Tf 0.0437 Tc -0.0077 Tw (The local people help out and they try and get out into the environment) Tj 0 -13.92 TD 0.0366 Tc -0 Tw (once a fortnight and I do feel that the students actually learn more by) Tj T* 0.0316 Tc 0.0044 Tw (doing things and seeing things so it is very much focused on that level. I) Tj T* 0.0333 Tc 0.0027 Tw (would say it is one of the most enjoyable subjects that they have) Tj T* 0.0295 Tc 0.0065 Tw (experienced ) Tj 69 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Ruythe Dufty, Principal of Brewarrina Central School,) Tj -69 -13.92 TD (Brewarrina NSW hearing\).) Tj 0 -27.6 TD /F2 12 Tf 0.0216 Tc 0.0144 Tw (Experts increasingly recognize how important it is for children to use) Tj 0 -13.92 TD 0.0395 Tc -0.0035 Tw (their mother tongue when they begin school. Use of this tongue) Tj T* 0.0341 Tc 0.0019 Tw (validates their experiences. It helps them learn about the nature of) Tj T* 0.0465 Tc -0.0105 Tw (language itself and how to use language to make sense of the world,) Tj T* 0.0266 Tc 0.0094 Tw (including all aspects of the school curriculum. The mother tongue is an) Tj T* 0.0432 Tc -0.0072 Tw (essential foundation for learning ) Tj 174.24 0 TD /F1 12 Tf 0 Tc 0 Tw (\(UNICEF 1999\).) Tj ET endstream endobj 210 0 obj 4262 endobj 208 0 obj << /Type /Page /Parent 205 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 209 0 R >> endobj 212 0 obj << /Length 213 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (63) Tj -207 707.52 TD /F1 12 Tf 0 Tc (3.) Tj 18 0 TD (Indigenous history, culture and language are most relevant for students) Tj 0 -13.8 TD (intending to make their lives and careers in their Indigenous communities.) Tj 0 -27.6 TD /F2 12 Tf 0.0433 Tc -0.0073 Tw (2-Unit Maths and Japanese are going to be of no value or use to that) Tj 0 -13.92 TD 0.0257 Tc 0.0103 Tw (community in the long run. Why sit there wasting time? If they made it) Tj T* 0.0223 Tc 0.0137 Tw (relevant to the local community it) Tj -4.536 Tc 0 Tw (\222) Tj 0.0317 Tc 0.0043 Tw (s going to benefit the community: ) Tj 357.48 0 TD 0.0264 Tc 0 Tw (offer) Tj -357.48 -13.92 TD 0.0343 Tc (apprenticeship) Tj 78.36 0 TD 0.0209 Tc 0.0151 Tw ( courses through a joint Schools-TAFE program; hands-) Tj -78.36 -13.92 TD 0.0342 Tc 0.0018 Tw (on things that our kids are really good at) Tj 214.44 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(meeting with Aboriginal) Tj -214.44 -13.92 TD (education workers in Moree NSW\).) Tj -18 -27.6 TD (4.) Tj 18 0 TD (Teaching Indigenous history, culture and language to non-Indigenous) Tj 0 -13.8 TD (students promotes tolerance and racial harmony.) Tj 0 -27.6 TD /F2 12 Tf 0.008 Tc 0.028 Tw (The racism won) Tj -4.536 Tc 0 Tw (\222) Tj 0.0286 Tc 0.0074 Tw (t change until Koorie culture is compulsory in the) Tj 0 -13.92 TD -0.0132 Tc 0 Tw (curriculum) Tj 55.2 0 TD /F1 12 Tf 0 Tc ( \(meeting with Koorie workers in Bairnsdale Vic\).) Tj -73.2 -30 TD /F0 14.04 Tf -0.0119 Tc 0.0969 Tw (Indigenous languages) Tj 0 -28.08 TD /F1 12 Tf 0 Tc 0 Tw (Almost one-third of Indigenous students live in rural and remote Australia and) Tj 0 -13.8 TD (up to one-third of those speak a language other than English as their first) Tj T* (language. This figure does not include Aboriginal English which is only slowly) Tj T* (being recognised as a distinct variant of English. More than 50 Indigenous) Tj T* (languages are spoken by NT students, for example.) Tj 0 -27.6 TD (Current government policies and funding emphasise English literacy for) Tj 0 -13.8 TD (Indigenous students.) Tj 18 -27.6 TD /F2 12 Tf 0.0133 Tc 0.0227 Tw (English literacy, oracy and numeracy are essential for economic survival) Tj 0 -13.92 TD 0.0429 Tc -0.0069 Tw (in today) Tj -4.536 Tc 0 Tw (\222) Tj 0.0348 Tc 0.0012 Tw (s age. Developing these skills will give Aboriginal students) Tj T* 0.0271 Tc 0.0089 Tw (options for full participation in mainstream society. The option to stay) Tj T* 0.0227 Tc 0.0133 Tw (and work in their communities or, if they so chose, to move on to other) Tj T* 0.0347 Tc 0.0013 Tw (places. Aboriginal students deserve, and are entitled to, the same) Tj T* 0.0302 Tc 0.0058 Tw (options as other Australians) Tj 148.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Hon. Peter Adamson, NT Minister for) Tj -148.68 -13.92 TD (Education, Statement to Parliament, 24 November 1999\).) Tj -18 -27.6 TD (In many remote Indigenous communities in WA, for example, ) Tj -4.32 Tc (\221) Tj 0 Tc (literacy is still) Tj 0 -13.8 TD (being delivered as though English is the first language [although] children) Tj T* (speak their own language until they attend school) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (\(YRC Survey Report page) Tj T* (45\).) Tj 18 -27.6 TD /F2 12 Tf -2.976 Tc (\223) Tj 0.032 Tc 0.004 Tw ([W]hen students come to school fluent in their primary language and) Tj 0 -13.92 TD 0.0411 Tc -0.0051 Tw (they leave school essentially monolingual in English we have negated) Tj T* 0.0374 Tc -0.0014 Tw (the meaning of the word education because we have made them less) Tj T* 0.043 Tc -0.007 Tw (than they were) Tj -3.096 Tc 0 Tw (\224) Tj 83.04 0 TD /F1 12 Tf 0 Tc ( \(Gwen Bucknell, Notre Dame University, Broome WA) Tj -83.04 -13.92 TD (hearing, quoting Cummings 1990\).) Tj -18 -27.6 TD (Indigenous witnesses and other experienced commentators noted that) Tj 0 -13.8 TD (Indigenous people want and expect to have ) Tj -4.32 Tc (\221) Tj 0 Tc (the same options as other) Tj ET endstream endobj 213 0 obj 4238 endobj 211 0 obj << /Type /Page /Parent 205 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 212 0 R >> endobj 215 0 obj << /Length 216 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (64) Tj -207 721.32 TD /F1 12 Tf 0 Tc (Australians) Tj -4.32 Tc (\222) Tj 0 Tc (, including English fluency, ) Tj 207.24 0 TD /F2 12 Tf 0.033 Tc 0.003 Tw (as well as) Tj 52.92 0 TD /F1 12 Tf 0 Tc 0 Tw ( full access to their own) Tj -260.16 -13.92 TD (languages and cultures.) Tj 18 -27.6 TD /F2 12 Tf 0.0337 Tc 0.0023 Tw (When community people were asked their views on what education) Tj 0 -13.92 TD 0.0281 Tc 0.0079 Tw (and/or school was for, 'to be able to compete with mainstream kids and) Tj T* 0.0286 Tc 0.0074 Tw (hopefully get a job' was the desire most had for themselves/their) Tj T* 0.0336 Tc 0.0024 Tw (children. It also became clear that this should not be gained at any cost,) Tj T* 0.0408 Tc -0.0048 Tw (and that Indigenous cultural values should not be disregarded) Tj 329.16 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ATSIC) Tj -329.16 -13.92 TD (submission, page 32\).) Tj 0 -27.6 TD /F2 12 Tf 0.0311 Tc 0.0049 Tw (First of all, we don't want people making assimilations. We want to try) Tj 0 -13.92 TD 0.0311 Tc 0.0049 Tw (and work on this to improve children's first language then we'll think) Tj T* 0.0506 Tc -0.0146 Tw (about learning the other language, the foreign language which is called) Tj T* 0.048 Tc -0.012 Tw (English ) Tj 42.84 0 TD /F1 12 Tf 0 Tc 0 Tw (\(Rosalind Djuwandayngu, Principal of Milingimbi School NT,) Tj -42.84 -13.92 TD (Darwin hearing\).) Tj 0 -27.6 TD /F2 12 Tf 0.0217 Tc 0.0143 Tw (Whilst promoting local languages through the school curriculum, Torres) Tj 0 -13.92 TD 0.0316 Tc 0.0044 Tw (Strait Islander students also have the right to learn and master the) Tj T* 0.0592 Tc -0.0232 Tw (English language) Tj 92.52 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Sue Whatman, Qld University of Technology,) Tj -92.52 -13.92 TD (submission, page 2\).) Tj -18 -27.6 TD (Students observed the irony of having to learn a foreign language when they) Tj 0 -13.8 TD (could not learn their own.) Tj 18 -27.6 TD /F2 12 Tf 0.0443 Tc -0.0083 Tw (At Moree Technology High we) Tj -4.536 Tc 0 Tw (\222) Tj 0.0394 Tc -0.0034 Tw (ve got Japanese in Year 7. That) Tj -4.536 Tc 0 Tw (\222) Tj 0.0223 Tc 0.0137 Tw (s kind of) Tj 0 -13.92 TD 0.036 Tc -0 Tw (a waste of time because after that it just dies. I don) Tj -4.536 Tc 0 Tw (\222) Tj 0.0565 Tc -0.0205 Tw (t know what the point) Tj T* 0.0364 Tc -0 Tw (of that is. We only do it because it) Tj -4.536 Tc 0 Tw (\222) Tj 0.0298 Tc 0.0062 Tw (s compulsory to learn a language in) Tj T* 0.0382 Tc -0.0022 Tw (Year 7. There is no Aboriginal language program at either Moree or) Tj T* 0.036 Tc 0 Tw (Courallie) Tj 47.4 0 TD /F1 12 Tf 0 Tc ( \(student meeting in Moree NSW\).) Tj -47.4 -27.72 TD /F2 12 Tf 0.0449 Tc -0.0089 Tw (We are learning Indonesian but we would prefer to learn the native) Tj 0 -13.92 TD 0.0463 Tc -0.0103 Tw (Aboriginal language in our area. We used to be able to study it in Year 4) Tj T* 0.036 Tc 0 Tw (but you can) Tj -4.536 Tc (\222) Tj 0.0307 Tc 0.0053 Tw (t do it any more. We don) Tj -4.536 Tc 0 Tw (\222) Tj 0.0307 Tc 0.0053 Tw (t have any say over the languages) Tj T* 0.0309 Tc 0.0051 Tw (that we do at school. The teachers choose them) Tj 256.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(student meeting in) Tj -256.68 -13.92 TD (South Hedland WA\).) Tj -18 -29.88 TD /F0 14.04 Tf -0.0144 Tc 0.0994 Tw (Recommendations received) Tj 18 -28.08 TD /F2 12 Tf 0.0222 Tc 0.0138 Tw (ATSIC proposes ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0237 Tc 0.0123 Tw (three basic principles which should form the basis) Tj 0 -13.92 TD 0.0319 Tc 0.0041 Tw (for progress for Indigenous people in education. These principles are:) Tj 0 -27.84 TD 0.0018 Tc 0.0342 Tw (Community self) Tj 82.56 0 TD 0.031 Tc 0.005 Tw (-determination within the education system is integral to) Tj -82.56 -13.92 TD 0.0232 Tc 0.0128 Tw (realising education outcomes for Indigenous children. This is necessary) Tj 0 -13.92 TD 0.041 Tc -0.005 Tw (to ensure acceptance and involvement of Indigenous people in the) Tj T* 0.015 Tc 0.021 Tw (education system.) Tj 0 -27.72 TD 0.0433 Tc -0.0073 Tw (Respect for Indigenous knowledge and a recognition of the need for) Tj 0 -13.92 TD 0.0409 Tc -0.0049 Tw (cultural maintenance should be apparent in education provided to) Tj T* 0.042 Tc -0.006 Tw (Indigenous children. This would provide a foundation and make the) Tj T* 0.0287 Tc 0.0073 Tw (education system relevant and appropriate.) Tj ET endstream endobj 216 0 obj 4693 endobj 214 0 obj << /Type /Page /Parent 205 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R >> /ProcSet 2 0 R >> /Contents 215 0 R >> endobj 218 0 obj << /Length 219 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (65) Tj -189 707.52 TD /F2 12 Tf 0.0509 Tc -0.0149 Tw (And education needs should be seen in relation to and integrated with) Tj 0 -13.92 TD 0.0271 Tc 0.0089 Tw (other requirements of the community such as health, housing, general) Tj T* 0.0212 Tc 0.0148 Tw (community infrastructure. This will ensure the effectiveness of education) Tj T* 0.0297 Tc 0.0063 Tw (strategies by taking into consideration the range of other factors) Tj T* 0.0414 Tc -0.0054 Tw (impinging on educational participation and achievement) Tj 296.52 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(David Curtis,) Tj -296.52 -13.92 TD (ATSIC Commissioner, Melbourne hearing\).) Tj -18 -27.6 TD (ATSIC made five recommendations.) Tj 18 -27.6 TD /F2 12 Tf 0.0292 Tc 0.0068 Tw (Recommendations: \(1\) adoption of the three key guiding principles for) Tj 0 -13.92 TD 0.0349 Tc 0.0011 Tw (Indigenous education, planning and services; \(2\)) Tj 259.32 0 TD 0.0377 Tc -0.0017 Tw ( a national forum) Tj -259.32 -13.92 TD 0.0429 Tc -0.0069 Tw (funded by DETYA to consider options for a national Indigenous) Tj 0 -13.92 TD 0.0238 Tc 0.0122 Tw (education organisation; \(3\) establishment of human rights benchmarks) Tj T* 0.0276 Tc 0.0084 Tw (as a basis for monitoring and assessing the achievements of Indigenous) Tj T* 0.027 Tc 0.009 Tw (education; \(4\) increase research effort, in particular on the relationship) Tj T* 0.0344 Tc 0.0016 Tw (between education outcomes and the various sectors including housing,) Tj T* 0.0306 Tc 0.0054 Tw (health, infrastructure, good practice in Indigenous rural and remote) Tj T* 0.0222 Tc 0.0138 Tw (education; \(5\) an inventory ordered of all primary and secondary school) Tj T* 0.0374 Tc -0.0014 Tw (resources and facilities available to Indigenous people in rural and) Tj T* 0.0373 Tc -0.0013 Tw (remote Australia to be undertaken by federal and state education) Tj T* 0.0196 Tc 0.0164 Tw (departments ) Tj 70.2 0 TD /F1 12 Tf 0 Tc 0 Tw (\(David Curtis, ATSIC Commissioner, Melbourne hearing\).) Tj -88.2 -27.96 TD /F4 12 Tf (Learning styles) Tj 0 -27.6 TD /F1 12 Tf (There was recognition of the need for teachers to understand and respond to) Tj 0 -13.8 TD (the different learning styles of Indigenous children.) Tj 18 -27.6 TD /F2 12 Tf 0.0386 Tc -0.0026 Tw (The ability of teachers of Indigenous students to understand how) Tj 0 -13.92 TD 0.0337 Tc 0.0023 Tw (Aboriginal and Torres Strait Islander children learn \226 a point that quite) Tj T* 0.0339 Tc 0.0021 Tw (regularly gets overlooked when discussing the needs of Indigenous) Tj T* 0.0347 Tc 0.0013 Tw (students in a predominantly non-Indigenous environment. Many) Tj T* 0.0383 Tc -0.0023 Tw (teachers who teach Indigenous students are not even aware that they) Tj T* 0.0378 Tc -0.0018 Tw (learn differently than their non-Indigenous counterparts, let alone utilise) Tj T* 0.0304 Tc 0.0056 Tw (these different learning styles to create an education program that is) Tj T* 0.0372 Tc -0.0012 Tw (stimulating and contextually challenging for Indigenous students) Tj T* /F1 12 Tf 0 Tc 0 Tw (\(Catholic Education Commission of Victoria submission, page 7\).) Tj 0 -27.6 TD /F2 12 Tf 0.0397 Tc -0.0037 Tw (It was reported that, after Indigenous boys are initiated at fourteen to) Tj 0 -13.92 TD 0.034 Tc 0.002 Tw (fifteen, they are unwilling to attend school. One comment \(ATSIC) Tj T* 0.0191 Tc 0.0169 Tw (worker, WA\) was that ) Tj -4.416 Tc 0 Tw (\221) Tj 0.036 Tc 0 Tw (boys go to school, but men go to training) Tj -4.536 Tc 0 Tw (\222) Tj 340.08 0 TD /F1 12 Tf 0 Tc ( \(YRC) Tj -340.08 -13.92 TD (Survey Report page 65\).) Tj -18 -27.84 TD /F4 12 Tf (Indigenous languages) Tj 0 -27.6 TD /F1 12 Tf (With respect to Indigenous languages ATSIC recommended) Tj 18 -27.6 TD /F2 12 Tf 0.0448 Tc -0.0088 Tw (Indigenous languages should be treated as a legitimate part of the) Tj 0 -13.92 TD 0.0289 Tc 0.0071 Tw (mainstream education system, either through bilingual education or) Tj T* 0.0322 Tc 0.0038 Tw (Languages Other Than English \(LOTE\) programs and that State) Tj ET endstream endobj 219 0 obj 4309 endobj 217 0 obj << /Type /Page /Parent 205 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 218 0 R >> endobj 221 0 obj << /Length 222 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (66) Tj -189 721.32 TD /F2 12 Tf 0.0364 Tc -0 Tw (Education authorities should aim to increase the number of Indigenous) Tj 0 -13.92 TD 0.0282 Tc 0.0078 Tw (languages accredited within the school system) Tj 248.4 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ATSIC supplementary) Tj -248.4 -13.92 TD (submission, page 2\).) Tj -18 -27.6 TD (There was strong support for the right of Indigenous children to learn their own) Tj 0 -13.8 TD (language and culture together with English and other mainstream curriculum.) Tj 18 -27.6 TD /F2 12 Tf 0.0203 Tc 0.0157 Tw (The ACDE generally supports government-sponsored efforts to raise) Tj 0 -13.92 TD 0.0122 Tc 0.0238 Tw (literacy and numeracy standards. However, such programs must not be) Tj T* 0.0362 Tc -0 Tw (implemented at the expense of vernacular language and culture) Tj T* 0.037 Tc -0.001 Tw (initiatives which have been negotiated with communities, otherwise they) Tj T* 0.0249 Tc 0.0111 Tw (will be counter-productive. Top-down decisions such as the NT) Tj T* 0.0289 Tc 0.0071 Tw (Government's decision to phase out bilingual education programs can) Tj T* 0.0431 Tc -0.0071 Tw (send the message that Aboriginal language and culture have little) Tj T* 0.0406 Tc -0.0046 Tw (importance now in the education of an Indigenous child. The ACDE sees) Tj T* 0.0321 Tc 0.0039 Tw (room for both in any well-balanced educational program. Schools can) Tj T* 0.0181 Tc 0.0179 Tw (only become vibrant community resources that powerfully support the) Tj T* 0.042 Tc -0.006 Tw (education of those who are part of them, if local knowledges, languages) Tj T* 0.0147 Tc 0.0213 Tw (and social systems are represented in them) Tj 232.68 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Australian Council of) Tj -232.68 -13.92 TD (Deans of Education submission, page 7\).) Tj 0 -27.6 TD /F2 12 Tf 0.0306 Tc 0.0054 Tw (Equity of educational outcomes means not just providing strategies to) Tj 0 -13.92 TD 0.0354 Tc 0 Tw (raise retention or graduation rates, but also incorporating Indigenous) Tj T* 0.0271 Tc 0.0089 Tw (perspectives and raising awareness of Aboriginal and Torres Strait) Tj T* 0.032 Tc 0.004 Tw (Islander issues and promotion of human rights generally within the) Tj T* 0.0356 Tc 0 Tw (education system. 'Aboriginal children need to be strong in their own) Tj T* 0.0329 Tc 0.0031 Tw (cultural identity first' was how one parent expressed the need to counter) Tj T* 0.03 Tc 0.006 Tw ('some of the [misinformation] still being taught about Australian history) Tj T* 0.0355 Tc 0 Tw (and Indigenous cultures') Tj 130.32 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(ATSIC submission, page 33\)) Tj 160.68 0 TD /F2 12 Tf 0.036 Tc (.) Tj -309 -27.96 TD /F4 12 Tf 0 Tc (Cultural and language immersion) Tj 0 -27.6 TD /F1 12 Tf (A number of witnesses argued for cultural immersion and language immersion) Tj 0 -13.8 TD (in Indigenous education. In the context of language teaching, ) Tj -4.32 Tc (\221) Tj 0 Tc (immersion) Tj T* (education) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (is an approach to the teaching of language in which that language is) Tj T* (adopted as the medium of instruction. The objective of immersion education is) Tj T* (the mastery of the target language which, for reasons of pedagogical efficiency,) Tj T* (is selected as the medium of instruction.) Tj 18 -27.6 TD /F2 12 Tf 5.064 Tc -5.028 Tw (\205 ) Tj 0.0381 Tc -0.0021 Tw (quite clearly, the overwhelming push amongst Indigenous people in) Tj 0 -13.92 TD 0.0281 Tc 0.0079 Tw (education worldwide is for cultural immersion. There is a huge rejection) Tj T* 0.0236 Tc 0.0124 Tw (of perspectives to curricula because they believe they're piecemeal and) Tj T* 0.0402 Tc -0.0042 Tw (won't work. To quote one of the Maori elders of the time, ) Tj -4.416 Tc 0 Tw (\221) Tj 0.054 Tc -0.018 Tw (We need to) Tj T* 0.0169 Tc 0.0191 Tw (bring in and immerse) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.034 Tc 0.002 Tw (- he was talking, obviously, about his own culture) Tj T* -0.216 Tc 0.252 Tw (\226 ) Tj -4.416 Tc 0 Tw (\221) Tj 0.0484 Tc -0.0124 Tw (their kids in Maoritanga language and live it and breathe it in the) Tj T* 0.0213 Tc 0.0147 Tw (school environment.) Tj -4.536 Tc 4.572 Tw (\222 ) Tj 0.0377 Tc -0.0017 Tw (That has extended and flowed on to tertiary levels;) Tj T* 0.0331 Tc 0.0029 Tw (so they now have, right through to tertiary levels and teacher training in) Tj T* 0.0443 Tc -0.0083 Tw (Maoritanga. Quite clearly, I see that that's where we need to go and the) Tj T* 0.059 Tc -0.023 Tw (AECG would be of that opinion ) Tj 5.064 Tc -5.028 Tw (\205 ) Tj 0.0196 Tc 0.0164 Tw (I think cultural immersion through) Tj T* 0.0447 Tc -0.0087 Tw (Indigenous schools, publicly funded, are a real option that we need to) Tj ET endstream endobj 222 0 obj 4996 endobj 220 0 obj << /Type /Page /Parent 205 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F4 22 0 R >> /ProcSet 2 0 R >> /Contents 221 0 R >> endobj 225 0 obj << /Length 226 0 R >> stream BT 147.36 796.68 TD 0 0 0 rg /F1 9.96 Tf -0.0234 Tc -0.0054 Tw (Emerging Themes \226 National Inquiry into Rural & Remote Education) Tj 144.84 -758.16 TD -0.0576 Tc 0 Tw (67) Tj -189 721.32 TD /F2 12 Tf 0.0311 Tc 0.0049 Tw (look at, where we can give back culture and regenerate that in terms) Tj 0 -13.92 TD 0.0476 Tc -0.0116 Tw (that Indigenous people control) Tj 161.64 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Professor John Lester, NSW Aboriginal) Tj -161.64 -13.92 TD (Education Consultative Group, Sydney hearing\).) Tj -18 -27.6 TD (Imparting to the Indigenous community real ownership of the education of their) Tj 0 -13.8 TD (children, which requires at a minimum full participation in school decision-) Tj T* (making, was also emphasised.) Tj 18 -27.6 TD /F2 12 Tf 0.0248 Tc 0.0112 Tw (The involvement of parents and communities in the school environment) Tj 0 -13.92 TD 0.0218 Tc 0.0142 Tw (and decision making is considered crucial to the improvement of) Tj T* 0.0302 Tc 0.0058 Tw (participation, achievement and outcomes for Indigenous students. It is) Tj T* 0.0251 Tc 0.0109 Tw (crucial that parents be provided with the skills and resources to) Tj T* 0.0345 Tc 0.0015 Tw (effectively participate and to be active partners in the education of their) Tj T* 0.0285 Tc 0.0075 Tw (children ) Tj 45.48 0 TD /F1 12 Tf 0 Tc 0 Tw (\(ATSIC submission, page 26\).) 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Tj -153.24 -27.72 TD (Nowak 1995: Manfred Nowak, ) Tj -4.32 Tc (\221) Tj 0 Tc (The Right to Education) Tj -4.32 Tc 4.32 Tw (\222 ) Tj 0 Tc 0 Tw (in A Eide et al \(eds\)) Tj 0 -13.8 TD /F2 12 Tf 0.0294 Tc 0.0066 Tw (Economic, Social and Cultural Rights: A Textbook) Tj 265.56 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Martinus Nijhoff, 1995\),) Tj -265.56 -13.92 TD (pages 189-211.) Tj 0 -27.6 TD (Tomlinson 1994: ) Tj 92.64 0 TD /F2 12 Tf 0.0335 Tc 0.0025 Tw (Schooling in Rural Western Australia, The Ministerial Review) Tj -92.64 -13.92 TD 0.0335 Tc 0.0025 Tw (of Schooling in Rural Western Australia) Tj 209.64 0 TD /F1 12 Tf 0 Tc 0 Tw ( \(Education Department of WA, 1994\).) Tj -209.64 -27.72 TD (UNICEF 1999: Carol Bellamy, ) Tj 163.08 0 TD /F2 12 Tf 0.0427 Tc -0.0067 Tw (The State of the World) Tj -4.536 Tc 0 Tw (\222) Tj 0.0377 Tc -0.0017 Tw (s 黑料情报站 1999:) Tj -163.08 -13.92 TD 0.052 Tc 0 Tw (Education) Tj 53.64 0 TD /F1 12 Tf 0 Tc ( \(UNICEF, 1999\).) 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Tj 0 -27.6 TD (The Co-Commissioners were) Tj 0 -13.8 TD (Associate Professor Dr Brian Devlin \(NT\)) Tj T* (Ms Barbara Flick \(NSW\)) Tj T* (Dr Alby Jones \(SA\)) Tj T* (Lady Pearl Logan \(Qld\)) Tj T* (Sister Patricia Rhatigan \(WA\)) Tj T* (Mr Tim Roberts \(Vic\)) Tj 0 -27.6 TD (The Aboriginal and Torres Strait Islander Social Justice Commissioner, Dr Bill) Tj 0 -13.8 TD (Jonas, assisted the inquiry at its Sydney hearing.) Tj 0 -27.6 TD (The director of the inquiry was Meredith Wilkie. For varying periods during the) Tj 0 -13.8 TD (course of the inquiry research, drafting and administration were undertaken by) Tj T* (Fabienne Balsamo, Susan Newell, David Robinson, Kate Temby and Meredith) Tj T* (Wilkie assisted by Morten Achilles Bruus, Dameeli Coates, Patricia Judd,) Tj T* (Cecilia Ricard and Isabel Seidel.) Tj 0 -27.6 TD (Library: Anthony Attard and Leonie Nagel.) Tj T* (Media: Erin Broderick and Jackie Randles.) Tj T* (Website: Lisa Thompson.) 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