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Grants of $543,000 for PEP programs in Queensland non-government schools



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News Release uMinister for Education & Youth Affairs mn j%

GRANTS OF $543,000 FOR PEP PROGRAMS IN QUEENSLAND NON-GOVERNMENT SCHOOLS

Grants totalling $543,000 for the continuing element of the Participation and Equity Program (PEP) in non-government schools in Queensland were announced today by the Minister for Education and Youth Affairs, Senator Susan Ryan.

She was addressing the annual general meeting of the Association c-f Catholic Secondary Schools of Queensland at the Marymac Convention Centre in Brisbane.

Senator Ryan said five schools in the non-Catholic sector had received grants totalling more than $36,000.

"The projects to be conducted include a practical skills program for Aboriginal and Islander students, a living skills course for Year 11 students at a Brisbane girls' college, the introduction of practical career-oriented courses at two country colleges, and the development of a life skills curriculum at a Lutheran college in Brisbane", she said.

"Thirty projects to be conducted in Queensland Catholic schools to a total value of nearly $502,000 have been approved. The projects cover a wide range of new and practical courses, most of which have been designed specifically to meet the needs of disadvantaged students."

The projects were recommended for funding by the Queensland Non-Government Schools school-to-work transition team.

Senator Ryan said the Participation and Equity Program, for which $74 million had been provided for 1984, was the centrepiece of the overall framework of the Government1s youth policies.

The twin objectives of the program - increased participation in education and greater equity - would be met by bringing about major changes in schools.

"These changes will be aimed at giving all students, but especially those from disadvantaged backgrounds, a rewarding, useful education through to the end of secondary schooling", Senator Ryan said.

"This year, about 17,000 young people are expected to undertake PEP course throughout Australia and an even larger number are expected to be involved in link programs between schools and TAPE colleges".

Senator Ryan said that joint Commonwealth-State non-government PEP committees would be established in each State by the end of the month to administer the distribution of funds under the Program.

16 February 1984

ADDRESS BY THE M I N I S T E R FOR EDUCATION AND YOUTH A F F A I R S ,

SENATOR SUSAN RYAN, TO THE ANNUAL GENERAL MEETING OF THE

A SSOC IA TIO N OF CATHOLIC SECONDARY SCHOOLS OF QUEENSLAND.

B R I S B A N E , 16 FEBRUARY 1 9 8 4 I

I WELCOME THE OPPORTUNITY TO SPEAK TO YOU THIS EVENING, AT YOUR

REQUEST, TO DESCRIBE ASPECTS OF TWO GOVERNMENT I N I T I A T I V E S , THE

PARTI CI PATION AND EQUITY PROGRAM AND THE EDUCATION OF GIRLS.

AS YOU WILL BE AWARE, OUR GOVERNMENT IS PARTICULARLY CONCERNED

THAT SCHOOLS SHOULD ADDRESS THE INTERRELATED AIMS OF ECONOMIC

RECOVERY AND THE WELL-BEING OF ALL YOUNG PEOPLE.

SCHOOLS, I F PROPERLY RESOURCED AND ORGANISED CAN HELP DEVELOP

THE CAPACITIES OF YOUNG PEOPLE TO PLAY A PRODUCTIVE PART IN THE

ECONOMIC AND CULTURAL L I F E OF THEIR SOCIETY.

THE COMMONWEALTH GOVERNMENT HAS IMPLEMENTED A NUMBER OF

INNOVATIVE PROGRAMS TO ACHIEVE THESE OBJECTIVES.

THE MOST IMPORTANT OF THESE IS UNDOUBTEDLY THE $74 MILLION

PARTI CI PATION AND EQUITY PROGRAM ( P E P ) .

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ITS MAIN OBJECTIVE IS TO ADDRESS THE NEED TO BREAK DOWN THE

PERSISTENT PATTERN BY WHICH EDUCATIONAL OUTCOMES DEPEND TO AN

UNACCEPTABLE EXTENT ON YOUNG PEOPLE'S SOCIO-ECONOMIC

BACKGROUND, GENDER AND GEOGRAPHIC LOCATION, IN OTHER WORDS, TO

CREATE BETTER EDUCATIONAL OPPORTUNITIES FOR MORE STUDENTS.

THE PROGRAM, WHICH PROVIDES FUNDS FOR BOTH SECONDARY SCHOOLS

AND THE TECHNICAL AND FURTHER EDUCATION SECTOR, IS THE

CENTREPIECE OF THE OVERALL FRAMEWORK OF THE GOVERNMENT'S YOUTH

PO L I CI ES .

THE TWIN OBJECTIVES OF THE PROGRAM - INCREASED PARTI CI PATION IN

EDUCATION AND GREATER EQUITY - WILL BE MET BY BRINGING ABOUT

MAJOR CHANGES IN SCHOOLS.

THESE CHANGES WILL BE AIMED AT GIVING AJJL STUDENTS, BUT

ESPECIALLY THOSE FROM DISADVANTAGED BACKGROUNDS, A REWARDING,

USEFUL EDUCTION THROUGH TO THE END OF SECONDARY SCHOOLING.

IT WILL WORK TOWARDS THE IMPORTANT NATIONAL GOAL OF ALL YOUNG

AUSTRALIANS COMPLETING A FULL SECONDARY EDUCATION OR OTHER

APPROPRIATE EDUCATION OR TRAINING.

THIS YEAR, ABOUT 1 7 , 0 0 0 YOUNG PEOPLE ARE EXPECTED TO UNDERTAKE

PER COURSES, AND AN EVEN LARGER NUMBER ARE EXPECTED TO BE

INVOLVED IN LI NK PROGRAMS BETWEEN SCHOOLS AND TAPE COLLEGES.

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BUT WHAT SECONDARY-SCHOOL-BASED CHANGES COULD HELP ACHIEVE SUCH

AN AMBITIOUS PLAN? WHAT CHANGES ARE NEEDED TO REVERSE THE FACT

t h a t A u s t r a l i a has one of the l o we st s t u d e n t r e t e n t i o n r a t e s

AMONG O . E . C . D . COUNTRIES? WHAT R E A L I S T I C CHANGES NEED TO BE

MADE TO ACHIEVE THE OBJECTIVES OF INCREASED PA R TI C I P A T I O N AND

EQUITY FOR ALL AUSTRALIAN STUDENTS?

THE HAWKE GOVERNMENT IS COMMITTED TO FUNDING ANSWERS TO THESE

QUESTIONS.

WE CONSIDER THE CHANGES MOST NEEDED, AND WHICH WI LL BE

IMPLEMENTED THROUGH PEP PROJECTS, SHOULD COVER A RANGE OF

ISSUES.

BROADLY, THESE CHANGES WI LL BE :

. CATERING AT ALL STAGES MORE ADEQUATELY FOR THE NEEDS OF THE

FULL RANGE OF STUDENTS;

. MAKING CHANGES TO SECONDARY SCHOOL ORGANISATION TO

ACCOMMODATE MORE ADEQUATELY THE SOCI AL , ECONOMIC AND

CULTURAL DI V E RS I T Y OF STUDENTS, AND TO PROMOTE

SELF-CONFI DENCE, INDEPENDENCE AND A SENSE OF AUTONOMY IN

ALL STUDENTS;

. REFORMING AND DI V E R SI F Y I N G THE CURRICULUM;

. REVIEWING CREDENTI ALLI NG AND ASSESSMENT ARRANGEMENTS;

. CHANGING AND DEVELOPING TEACHER ATTI TUDES AND S K I L L S ,

I NCLUDI NG DEVELOPMENT AND SUPPORT FOR MEASURES TO PROVIDE

P R I NC I PA L S AND TEACHERS WITH S K I L L S , RESOURCES AND I NSI GHTS

TO DEAL EFFECTI VELY WITH STUDENTS AND TO FOSTER MORE

EFFECTI VE CLI MATES I N SCHOOLS;

. IMPROVING THE RELATI ONSHI P BETWEEN SCHOOLS AND THE

COMMUNITY, AND CHANGING COMMUNITY ATTI TUDES TO EDUCAI ON.

BECAUSE THESE OBJECTIVES ARE SO EXTENSI VE, AND THE ISSUES SO

COMPLEX, 1984 WILL BE A PLANNING AND DEVELOPMENTAL YEAR FOR

PEP. A GREAT DEAL OF PREPARATORY WORK WILL BE REQUIRED TO

ENSURE THAT APPROPRIATE APPROACHES ARE DEVELOPED.

THE COMMONWEALTH SCHOOLS COMMI SSI ON' S REPORT TO THE GOVERNMENT,

P A R T I C I P A T I O N AND FQUI TY TN AUSTRAI IAN SCHOOI S: THF GOAI OF

FULL SECONDARY EDUCATI ON. WHICH I TABLED IN PARLI AMENT IN

DECEMBER, SETS OUT DETAI LED PROPOSALS FOR THE AD MI NI ST RAT I ON OF

THE PROGRAM, MOST OF WHICH I HAVE ACCEPTED.

AS A CONSEQUENCE OF T H I S , JOI NT COMMONWEALTH-STATE

NON-GOVERNMENT PEP COMMITTEES WI LL BE ESTABLI SHED BY THE END OF

THE MONTH. .

I AM PLEASED TO SAY THAT NEGOTI ATI ONS BETWEEN MY DEPARTMENT,

THE COMMONWEALTH COMMISSIONS AND NON-GOVERNMENT AUT HORI T I ES IN

EACH STATE ARE WELL ADVANCED.

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THE COMMITTEES WILL BE APPOINTED AS SOON AS THESE CONSULTATIONS

ARE F I N A L I SE D .

THE COMMITTEES WILL BE BROADLY BASED, INCLUDING REPRESENTATIVES

OF THE NON-GOVERNMENT AUTHORI TI ES, PARENT AND TEACHER

ORGANISATIONS, STUDENT AND YOUTH ORGANISATIONS, AS WELL AS THE

COMMONWEALTH EDUCATION AUTHORITIES ASSOCIATED WITH THE PROGRAM.

AS THE REPORT MAKES CLEAR, NON-GOVERNMENT COMMITTEES WILL HAVE

ACCESS TO A PROPORTION OF THE STATE FUNDS FOR USE IN STATE OR

REGIONAL I N I T I A T I V E S .

THE SCHOOLS COMMISSION HAS PROPOSED IN ITS REPORT THAT 75 PER

CENT OF THE FUNDS SHOULD BE DEVOTED TO PROJECTS AND A C T I V I T I E S

IN TARGET SCHOOLS OR GROUPS OF SCHOOLS, AND THAT THESE SCHOOLS

SHOULD TOTAL SOME 40 PER CENT OF SECONDARY SCHOOLS.

WHILE I HAVE ENDORSED THE COMMISSION'S APPROACH, I BELIEVE

THERE SHOULD BE SOME F L E X I B I L I T Y IN ITS APPLICATION TO

NON-GOVERNMENT SCHOOLS. IT IS IMP0RTAN1 THAT THE PRINCIPLE OF

THE COMMISSIONS' S PROPOSAL BE APPLIED RATHER THAN STRICT

ADHERENCE TO THE PROPOSED PERCENTAGE DI STRI BUTIONS. HOWEVER,

WE MUST ENSURE THAT THE PROGRAM REACHES THE STUDENTS FOR WHOM

IT WAS ESTABLISHED.

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THE I DEN TI FI C ATI ON OF TARGET SCHOOLS OR CLUSTERS OF SCHOOLS

WILL BE UNDERTAKEN BY NON-GOVERNMENT AUTHORITIES WHO ALREADY

HAVE AVAILABLE MUCH OF THE NECESSARY DATA. FACTORS TO BE TAKEN

INTO ACCOUNT IN THE I DE N TI FI CA T I ON PROCESS INCLUDE THE

SOCIO-ECONOMIC CIRCUMSTANCES OF THE COMMUNITY FROM WHICH EACH

SCHOOL DRAWS ITS ENROLMENTS, AND THE SECONDARY PARTI CI PATION

RATES OF THE STUDENTS.

ONCE THESE SCHOOLS HAVE BEEN I D E N TI F IE D THEY WILL BE ENCOURAGED

TO DEVELOP SINGLE-SCHOOL OR GROUP PROPOSALS. THIS DEVELOPMENT

PROCESS WILL HAVE THE ADDED ADVANTAGES OF FOSTERING

CO-OPERATIVE ACTION AMONG SCHOOLS AT ALL LEVELS, INCLUDING THE

SHARING OF RESOURCES, IDEAS AND EXPERTISE.

WHILE THIS APPROACH IS CONSIDERED APPROPRIATE FOR 198 4 AT

LEAST, I HAVE ASKED THE SCHOOLS COMMISSION TO DEVELOP WAYS FOR

THE PROGRESSIVE INVOLVEMENT OF ALL SECONDARY SCHOOLS IN THE

PROGRAM.

COMMISSION OFFICERS WILL SHORTLY BE IN TOUCH WITH THE

QUEENSLAND STATE COMMITTEE TO DISCUSS THIS NEXT STEP.

THE COMMISSION'S REPORT, PARTI CI PATION AND EQUITY TN AUSTRAI TAN

SCHOOLS, IS SOON TO BE DISTRIBUTED TO EVERY SECONDARY SCHOOL IN

A u s t r a l i a , and w i l l , t o g e t h e r w i t h the c o m m i s s i o n ' s program

GUIDELINES 1 9 8 4 . PROVIDE GUIDANCE TO SCHOOLS COMMITTEES.

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THE ROLE OF TEACHERS IN I N I T I A T I N G AND PARTICIPATING IN CHANGE

WILL BE CRUCIAL TO THE SUCCESS OF THE PROGRAM, AND FOR THIS

REASON I HOPE THAT THERE WILL BE AN EMPHASIS ON CHANGE AND

F L E X I B I L I T Y IN AREAS SUCH AS STAFFING ARRANGEMENTS, IN- SERVI CE

TRAINING AND CO-OPERATIVE AC T I VI TY BY TEACHERS IN THE

I N I T I A T I O N OF PROJECTS WITHIN SCHOOL COMMUNITIES.

I WOULD NOW L I K E TO MAKE A S PE C I F I C ANNOUNCEMENT CONCERNING THE

P A R TI C I P A T I ON OF THE QUEENSLAND NON-GOVERNMENT SECTOR IN THIS

PROGRAM.

SINCE ISSUING THE FUNDING GUIDELINES TO THE COMMISSIONS IN MID

1 9 8 3 , AND EVEN SINCE THE O FF I CI AL LAUNCHING OF PEP IN DECEMBER,

WE HAVE BEEN TALKING IN TERMS OF THE FUTURE: ABOUT WHAT THE

PROGRAM W I L L ACHIEVE; ABOUT WHAT WE NEED TO DO; ABOUT WHAT

W I L L HAPPEN. YOU WILL BE PLEASED TO HEAR TONIGHT THAT SOME

THINGS ARE NOW HAPPENING.

I AM PLEASED TO ANNOUNCE THAI I HAVE APPROVED GRANTS TOTALLING

$ 5 4 3 , 0 0 0 FOR THE CONTINUING ELEMENT OF PEP PROGRAMS IN

NON-GOVERNMENT SCHOOLS IN QUEENSLAND.

IN THE NON-CATHOLIC SECTOR FIVE SCHOOLS HAVE RECEIVED GRANTS

TOTALLING MORE THAN $ 3 6 , 0 0 0 . THE PROJECTS TO BE CONDUCTED

INCLUDE A PRACTICAL SKILLS PROGRAM FOR ABORIGINAL AND ISLANDERS

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STUDENTS, A L I V I N G SKILLS COURSE FOR YEAR 11 STUDENTS AT A

BRISBANE GI RLS' COLLEGE, THE INTRODUCTION OF PRACTICAL,

CAREER-ORIENTED COURSES AT TWO COUNTRY COLLEGES AND THE

DEVELOPMENT OF A L I FE SKI LLS CURRICULUM AT A LUTHERAN COLLEGE

IN BRISBANE.

THIRTY PROJECTS TO BE CONDUCTED IN QUEENSLAND CATHOLIC SCHOOLS

HAVE BEEN APPROVED TO A TOTAL VALUE OF NEARLY $ 5 0 2 , 0 0 0 . THE

PROJECTS COVER A WIDE RANGE OF NEW AND PRACTICAL COURSES MOST

OF WHICH HAVE BEEN DESIGNED SPECIFI CALLY TO MEET THE NEEDS OF

DISADVANTAGED STUDENTS.

ALL THE PROJECTS WHICH I HAVE JUST MENTIONED WERE RECOMMENDED

FOR FUNDING BY THE QUEENSLAND NON-GOVERNMENT SCHOOLS

SCHOOL.-TO-WORK TRANSITION TEAM.

I AM LOOKING FORWARD TO RECEIVING FURTHER SUBMISSIONS FOR THE

NEW ELEMENT OF THE PROGRAM ONCE THE STATE COMMITTEES ARE

ESTABLISHED.

I WANT TO TAKE THIS OPPORTUNITY TO CLARIFY SOME ASPECTS OF PEP

AND TO COUNTER SOME RECENT CRITICISMS OF THE PROGRAM. A RECENT

ARTICLE BY MR SHERI DON IN THE ' B U L L E T I N ' EMBODIES SOME OF THE

MORE COMMON MISCONCEPTIONS ABOUT PE P.

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T I T L E D , 'SCHOOLING IN USELESS S U B J E C T S ' , ( 7 . 2 . 8 4 ) THE ARTICLE

ADOPTS AS A PREMISE THE CLAIM THAT THE GOVERNMENT I S PROPOSING

A NEW RANGE OF ALTERNATIVE COURSFS OF DUBIOUS EDUCATIONAL

VALUE TO ENCOURAGE MORE STUDENTS TO STAY AT SECONDARY SCHOOL

LONGER.

THIS INTERPRETATION REFLECTS A FUNDAMENTAL MISUNDERSTANDING OF

THE GOVERNMENT'S POLICY. IN THE FUNDING GUIDELINES FOR 1984

THE GOVERNMENT'S INTENTION TO BRING ABOUT A SITUATION BY THE

END OF THE DECADE IN WHICH MOST YOUNG PEOPLE WILL HAVE

COMPLETED THE EQUIVALENT OF A FULL SECONDARY EDUCATION EITHER

IN SCHOOL OR IN A TAFE I NSTI TUTI ON OR TN SOMF COMBINATION OF

WORK AND EDUCATION IS MADE CLEAR. PEP IS DESIGNED TO PROVIDE A

HIGHER QUALITY EDUCATION FOR ALL, BUT WITH I N I T I A L EMPHASIS ON

THOSE WHO HAVE MISSED OUT IN THE PAST. NEITHER THE GOVERNMENT

NOR THE SCHOOLS COMMISSION HAS SUGGESTED THAT COURSES LACKING

EDUCATIONAL CONTENT SHOULD BE INTRODUCED.

THE GOVERNMENT AND THE COMMISSION ARE SUGGESTING THAT, ON THE

BASI S OF A SUBSTANTIAL BODY OF EVI DENCE, TRADI TI ONAL PATHS ARE

NOT THE ONLY, OR ANY LONGER THE BEST, ROUTE TO A FULL SECONDARY

EDUCATION. A MORE RELEVANT CURRICULUM DOES NOT NECESSARILY

MEAN INFERIOR STANDARDS. A MAJOR EFFORT WI LL BE MADE WI THI N

THE PROGRAM'S IMPLEMENTATION TO ENSURE THAT THIS DOES NOT

OCCUR. I T SHOULD ALSO BE STRESSED THAT THE PROGRAM DOES NOT

ONLY INVOLVE CURRICULUM CHANGE. A NUMBER OF OTHER AREAS ARE TO

BE IMPROVED UNDER THE PROGRAM.

-ΙΟ­

Ί HE WHOLE PURPOSE OF THE PROGRAM IS TO ENSURE THAT STUDENTS

WHOSE EDUCATION IN THE PAST HAS BEEN INADEQUATE AND

INAPPROPRIATE WI LL OBTAIN IMPROVED OPPORTUNITIES FOR A

SATISFACTORY AND HIGH QUALITY SECONDARY EDUCATION. I T I S FOR

THIS REASON THAT THE PROGRAM WI LL FOCUS ON TARGET SCHOOLS WHERE

THOSE WHO HAVE BEEN PREVIOUSLY DISADVANTAGED AND DEPRIVED ARE

CONCENTRATED; I T IS ALSO FOR THIS REASON THAT RESOURCES ARE TO

BE DI STRI BUTED IN SUCH A WAY AS TO ENSURE THAT EACH I N D I V I D U A L

TARGET SCHOOL WI LL OBTAIN SUFFI CI ENT RESOURCES TO ALLOW AN

EFFECTIVE REFORM PROGRAM TO OCCUR.

I SHOULD EMPHASISE THAT THE PROGRAM HAS NOT BEEN DEVISED ONLY

AS A RESPONSE TO YOUTH UNEMPLOYMENT ALTHOUGH THIS IS OBVIOUSLY

A MOTIVATING CONSIDERATION. WITH PEP THE GOVERNMENT HAS

IMPLEMENTED A SECONDARY SCHOOLS RENEWAL PROGRAM OF A KIND WHICH

HAS BEEN ADVOCATED BY THE COMMONWEALTH SCHOOLS COMMISSION AND

BY MANY STATE SYSTEMS FOR A NUMBER OF YEARS.

THE BULLETI N ARTI CLE ARGUES THAT THE WATERING DOWN OF ACADEMIC

CURRICULA AND THE PROVISION OF NON-ACADEMIC ALTERNATIVES HAS

OTHER SERIOUS I M P L I C A T I O N S , INCLUDING THE FACT THAT SECONDARY

SCHOOLS WI LL BECOME THE DUMPING GROUNDS FOR D I F F I C U L T - T O - T E A C H

STUDENTS AND AN INCREASED NUMBER OF OLDER TEENAGERS.

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BUT THERE IS CONSIDERABLE EVIDENCE THAT IF COURSES AND THE WAY

THEY ARE TAUGHT CAPTURE THE ATTENTION AND INTEREST OF YOUNG

PEOPLE, AND IF THE EDUCATIONAL SETTINGS IN WHICH STUDENTS

OBTAIN THEIR SENIOR SECONDARY SCHOOLING ARE MADE MORE

ATTRACTIVE AND RELEVANT TO THEIR INTERESTS, THE PROBLEMS OF THE

DI FFI CULT -TO-TEACH AND OF THE OLDER TEENAGER ARE SUBSTANTIALLY

LESSENED. CLEAR EVIDENCE OF THIS EXISTS IN THE EXPERIENCE WITH

THE SECONDARY COLLEGE SYSTEM OPERATING IN THE AUSTRALIAN

c a p i t a l t e r r i t o r y where the p e r c e n t a g e of s t u d e n t s p r o c e e d i n g

FROM YEAR 10 TO YEAR 11 IS ABOUT 90%.

THE BULLETIN ARTICLE QUOTES RESEARCH CARRIED OUT BY JAMROZIK

AND HOEY AT THE UNIVERSITY OF NEW SOUTH WALES WHICH ARGUES THAT

THE AREAS OF SHRINKING EMPLOYMENT ARE THOSE WHICH EMPLOY PEOPLE

WITH NO POST-SCHOOL QUALI FI CATI ONS. IT GOES ON TO ARGUE THAT

THE NEW COURSES PROPOSED UNDER PEP CANNOT POSSIBLY LEAD TO

POST-SCHOOL QUALI FI CATI ONS.

ON THE CONTRARY, ONE OBJECT OF PEP IS PRECISELY TO ACHIEVE THIS

END. 'RELEVANCE' IS NOT A SYNONYM FOR 'ALTERNATIVE' OR

' N O N - A C A D EM I C . IT DOES MEAN, HOWEVER, THAT NEW COURSES SHOULD

BE DIFFERENT - IN THE WAY IN WHICH LEARNING OCCURS, IN SPECIFIC

CONTENT AND IN THE WAY IN WHICH THEY ARE STRUCTURED. BUT IT

DOES NOT MEAN THAI THE SIUDY OF LITERATURE AND LANGUAGE, THE

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SCIENCES, OR MATHEMATICS WILL BE ABANDONED. I T IS INTENDED

THAT THEY WILL BE TAUGHT MORE EFFECTIVELY, MORE SUCCESSFULLY.

IT IS ALSO EXPECTED THAT THE F L E X I B I L I T Y OF PEP TOGETHER WITH

THE COMMONWEALTH'S COMPUTER EDUCATION I N I T I A T I V E , WILL LEAD TO

NEW COURSES RELEVANT TO TECHNOLOGICAL CHANGE.

NEW CURRICULA AND SYLLABI SHOULD BE DEVELOPED WHICH PRESERVE

THE RIGOUR AND D I S C I P L I N E OF CONVENTIONAL COURSES, BUT WHICH

HAVE A MUCH CLOSER RELATIONSHIP TO TODAY'S SOCIETY, VALUES AND

TECHNOLOGY, IN TERMS OF SPECIFI C CONTENT, STRUCTURE AND

SEQUENCE, AND MODES OF TEACHING AND LEARNING.

PEP IS A MULTIFACETED AND LONG TERM PROGRAM, AND I T CONTAINS A

MAJOR EMPHASIS ON ACTION TO DEVELOP AND IMPROVE THE SKI LLS OF

EXISTING TEACHERS. TO IGNORE THIS IS TO REVEAL A LACK OF

KNOWLEDGE OF THE MAJOR PROPOSALS MADE UNDER PEP. QUITE

SEPARATELY FROM ACTION UNDER PEP, THE GOVERNMENT HAS RECOGNISED

THE INADEQUACY OF MANY TEACHER PREPARATION PROGRAMS AND HAS

THEREFORE INSTITUTED A MAJOR INQUIRY INVOLVING BOTH THE

COMMONWEALTH SCHOOLS COMMISSION AND THE TERTIARY EDUCATION

COMMISSION. THE PEP PROGRAM, THE PROFESSIONAL DEVELOPMENT

PROGRAM, AND THE INQUIRY INTO TEACHER TRAINING WHICH HAS BEEN

I NSTITUTED, ARE ALL POSI TI VE ACTIONS TO IMPROVE THE QUALITY OF

TEACHING AND TO HELP THOSE TEACHERS WORKING WITH OLDER

TEENAGERS IN THE 15 TO 19 YEARS AGE GROUP TO BE MORE SENSITI VE

AND RECEPTIVE TO THE NEEDS OF THESE YOUNG PEOPLE AND TO THE

CIRCUMSTANCES IN WHICH THEIR SCHOOLING TAKES PLACE.

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AN AREA OF THE COMMONWEALTH'S EDUCATION POLICY WHICH ALSO

DESERVES SPECIAL MENTION IS THE EDUCATION OF GIRLS, WHICH IN

MANY WAYS IS LINKED WITH THE OBJECTIVES OF PEP.

RECOGNISING THE DISADVANTANGES TRADITIONALLY EXPRESSED BY

GIRLS, WE HAVE TAKEN A NUMBER OF STEPS:

. THE GOVERNMENT HAS ASKED THE SCHOOLS COMMISSION TO ENSURE

THAT GIRLS HAVE EQUAL ACCESS TO THE NATIONAL COMPUTER

EDUCATION PROGRAM.

. THE GOVERNMENT WILL BE PROVIDING FUNDING IN 198 4 UNDER

THE PROJECTS OF NATIONAL SI GNIFICANCE PROGRAM TO ENABLE

THE COMMISSION TO UNDERTAKE PROJECTS PARTICULARLY RELATED

TO IMPROVING EDUCATIONAL OUTCOMES FOR GIRLS. A MAJOR

PROJECT ON PHYSICAL EDUCATION FOR GIRLS IN SECONDARY

SCHOOLS IS BEING PLANNED. THE COMMISSION WILL REPORT ON

THE IMPACT OF ALL ITS PROGRAMS ON GIRLS.

. THE GOVERNMENT, IN CONSULTATION WITH THE STATES, IS

REACTIVATING THE CURRICULUM DEVELOPMENT CENTRE (CDC)

UNDER A NEW COUNCIL WITHIN THE SCHOOLS COMMISSION. THE

CDC WILL HAVE A SI GNI FICANT ROLE IN PLAYING IN THE

GOVERNMENT'S NEW I N I T I A T I V E S IN THE EDUCATION OF GIRLS.

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R eform AND DI VE RS I FI CA TI ON 0-' THE CURRICULUM UNDER PEP WILL

ASSIST GIRLS TO GAIN CONFIDENCE IN THEIR A B I L I T Y TO UNDERTAKE

A MUCH WIDER RANGE OF COURSES SUCCESSFULLY. I T WILL ALSO MAKE

MUCH CLEARER TO GIRLS THE LINKS BETWEEN WHAT HAPPENS IN SCHOOLS

AND THE L I FE EXPERIENCES OF WOMEN. I T SHOULD LEAD TO A MORE

REALI STIC APPRAISAL OF EMPLOYMENT OPPORTUNITIES AND

PRE-REQUISITES FOR FURTHER STUDY.

A MAJOR CONCERN IN PEP WILL BE TO EFFECT CHANGED ATTITUDES,

SKILLS AND PERCEPTIONS OF YOUNG PEOPLE ON THE PART OF

TEACHERS. THIS WILL BE HIGHLY SI GNI FI CANT FOR GIRLS BECAUSE

THE LINK BETWEEN TEACHER ATTITUDES AND G I R L S ’ SELF-ESTEEM HAS

BEEN CLEARLY ESTABLISHED. IMPROVED RELATIONSHIPS AND

UNDERSTANDINGS BETWEEN TEACHERS AND GIRL STUDENTS WILL NOT ONLY

ENABLE FULLER PARTI CI PATION TO OCCUR, BUT WILL IMPROVE G I R L S ’

SELF-ESTEEM AND ENHANCE THEIR A B I L I T Y OT TAKE UP THE

OPPORTUNITIES OFFERED BY AN ENRICHED CURRICULUM.

LINKS BETWEEN SCHOOLS AND TAPE WILL BE AN IMPORTANT ELEMENT OF

PEP AND IT WILL BE ESSENTIAL THAT THE STRONG GENDER D I VI SI ON S

IN TAPE BE BROKEN DOWN.

IN THE TERTIARY SECTOR, THE COMMONWEALTH WILL REQUIRE

ASSURANCES THAI EQUAL OPPORTUNITY IS A REALI TY, AND WILL

SUPPORT SPECIAL EFFORTS TO ACHIEVE THI S .

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Τ Η IS EVENING I HAVE OUTLINED SOME BROAD AREAS OF EDUCATION

POLI CY, THE UNDERLYING OBJECTIVES AND MEASURES WE HAVE TAKEN TO

IMPLEMENT THEM.

THE MEASURES WE TAKE AS A GOVERNMENT ARE VERY IMPORTANT BECAUSE

THEY WI LL CREATE OPPORTUNITIES FOR CHANGE IN CLASSROOMS AND

I N S T I T U T I O N S .

h o w e v e r , the q u a l i t y and e f f e c t i v e n e s s of t h e s e c h a n g e s c a n n ot

BE GUARANTEED BY GOVERNMENT. THEY WI LL DEPEND ON THE INFORMED

AND COMMITTED EFFORTS OF TEACHERS, PARENTS AND ADMINISTRATORS.

Y our A s s o c i a t i o n , r e p r e s e n t i n g some Q u e e n s l a n d c a t h o l i c

SECONDARY SCHOOLS WHICH ARE RESPONSIBLE FOR THE FUTURE OF

3 3 , 0 0 0 YOUNG AUSTRALIANS, IS WELL PLACED TO PLAY A CONSTRUCTIVE

ROLE IN GUARANTEEING OUR SHARED OBJECTIVES - AN IMPROVED AND

MORE EQUITABLE EDUCATION FOR A L L AUSTRALIANS.

I WISH YOU ALL WELL FOR THE COMING YEAR, ESPECIALLY THOSE WHO

WILL TAKE UP OFFICE FOR THE NEXT 12 MONTHS.

OFFICE BEARERS OBVIOUSLY TAKE ON ADDED R E S P O N S I B I L I T I E S , BUT I

AM SURE THAT AS AN ASSOCIATION YOU WI LL BE WORKING IN UNISON

AND WI LL HELP CARRY THE BURDEN THAT COMES WITH ASSUMING

R ES P O N S I B I L I T Y FOR THE LI V E S AND FUTURES OF OUR YOUNG PEOPLE.

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IN TURN, YOU CAN BE ASSURED OF THE COMMONWEALTH GOVERNMENT'S

RECIPROCAL COMMITMENT AND DETERMINATION.

THANK YOU.