Reform of the Education Act (NT)

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1 Northern Territory Council of Government School Organisations Reform of the Education Act (NT) Submission Gerard Reid, President April, 2014

2 Contents NT COUNCIL OF GOVERNMENT SCHOOL ORGANISATIONS... 2 Reform Theme 1 - Objectives and Guiding Principles... 2 Reform Theme 2 - Local School Autonomy... 3 Reform Theme 3 -Parent, Community and Education Partnerships... 6 Reform Theme 4 -Safe Schools... 7 Reform Theme 5 - Enrolment, Attendance and Youth Participation Reform Theme 6 - Vocational education and training in schools... 9 Reform Theme 7 - Government School Operations... 9 Curriculum... 9 Children with special learning needs INTERNATIONAL EDUCATION Home education FEES AND CONTRIBUTIONS VOLUNTARY CONTRIBUTIONS ADDITIONAL SERVICES TO GOVERNMENT SCHOOLS Accessing distance education by choice STUDENT RECORDS AND DATA RELIGIOUS EDUCATION POWERS TO CLOSE A SCHOOL ADVISORY COUNCILS OTHER Reform Theme 8 - Registration of non-government schools Reform Theme 9 - Accountability Reform Theme 10- Streamlining HIGHER EDUCATION EARLY CHILDHOOD Other Thoughts or General Comments Reform of the Education Act (NT) (COGSO Submission) Page 1

3 NT COUNCIL OF GOVERNMENT SCHOOL ORGANISATIONS Review of the Education Act (NT) The Council of Government School Organisations (COGSO) is the voice for parents of in excess of 33,000 students and their school councils in government schools across the Northern Territory. As an organisation, COGSO welcomes the opportunity to make a submission to the Review of the Education Act (NT). The outcomes from this review and the new act will have a lasting impact on the future of our children and the Territory as a whole. This review provides an opportunity for a responsive government to support an education system that will deliver opportunities for every young Territorian. COGSO believes that it is important for every local community to have access to a well-resourced public school providing access for all young people to a free, high quality and secular education, irrespective of parental capacity to pay. Public Education is rich in cultural diversity, while the student s gifts and challenges are many the funding of a quality Public Education system needs to be of paramount importance, in any review of the Education Act, to a responsive Territory Government. COGSO would like to register our concern at the speed in which the review of the act is taking place. This is a very important piece of legislation and will have an impact on all of our children well into the future. We acknowledge that there are some dated terminologies within the current act which require updating, however, some of the fundamental concepts suggested in the review draft need to be investigated and discussed to enable time to understand the impacts of such changes. We are having difficulty understanding the urgency given that the current act is functioning and allows school to act with a significant amount of independence as demonstrated with many examples of innovation to meet community needs. Reform Theme 1 - Objectives and Guiding Principles The Melbourne Declaration on Educational Goals for Young Australians provides a starting point in outlining the goals of schools (MCEETYA 2008). It clearly states that Australian schooling should promote; equity and excellence. What underpins this is that the primary goal of schooling is to provide an opportunity for all young Australians to become successful learners, confident and creative individuals and active and informed citizens (MCEETYA 2008, p. 8). Reform of the Education Act (NT) (COGSO Submission) Page 2

4 COGSO believes that all individuals have an unalienable right to equal opportunities for education regardless of social, political, economic, geographic or personal situation, and that the aims of education should be seen as twofold: Firstly, that it should provide opportunities and scope for the development and fulfilment of individual personality and potential, fostering at all times self-motivation and a sense of selfconfidence and personal worth. Secondly, that education should foster an appreciation of the person in society, and an understanding of the restraints and responsibilities as well as the scope of benefits and opportunities of living in our Australian society. Education should foster the development of personal values and an appreciation of the values of society. COGSO also believes that everyone should have equal opportunities in education to develop fully their own particular potential, and, that special means must be available to compensate for any educational disadvantages to ensure everyone is able to take full advantage of these opportunities. To fulfil these aims COGSO believes that government must provide education without prejudice or favour in terms of race, creed, culture or sex. Reform Theme 2 - Local School Autonomy COGSO believes that currently schools in the Northern Territory already have the option to exercise a high degree of autonomy and many schools have exercised this option with some great innovations and working with local communities. COGSO believes that any limitation in independence for schools is defined by funding and bureaucratic red tape implemented by the department. It is COGSO s understanding that an express intention of Devolution reforms undertaken in the early 1990 s, as articulated in the current Act, was to increase parent and community involvement in education. It is COGSO s position that both political and departmental intervention, combined with a lack of support for positive parental engagement in the education process, as articulated in the current act, has prevented a greater uptake and understanding of the role of parental engagement in the NT from both the School Council and educational perspective. Reform of the Education Act (NT) (COGSO Submission) Page 3

5 COGSO believes that School Councils should be supported and resourced in moves to fully assume functions available to them under the current Education Act and enable them to take an increasingly significant role in school based decision-making including: control over grounds maintenance, cleaning contracts, minor new works, and repairs and maintenance, contributing to the development of school-based curriculum, school council representation on the selection panel for the position of principal, assistant principal and other executive teacher levels, school council representation on the selection panel for school business manager and all other ancillary staff, development of a school policy document which includes: o description of the school's community o the philosophy of the school o long term aims, intentions and aspirations o objectives o specific plan of action to achieve the aims, especially in areas of organisation and curriculum o plan for ongoing review and evaluation of policy document. Therefore school councils must be made aware of, be able to view, and where appropriate, receive copies of, any report, document, comment or other information which relates to any area of responsibility of a school councils as defined by the current Education Act and School Council Regulations particularly including education issues; finances; student, teacher or community safety or health and employment (other than where an individual's right to confidentiality takes priority). COGSO has little confidence in the sustainability of one line budgets, unless the Northern Territory Government directly pays all utility bills and has tools for direct adjustment for maintenance of schools of varying ages. This belief has been reinforced with the recent decision that the 2014 operational grants, for base and equity, essential services, property management and relief teacher funds be consolidated into a single operational grant, which has serious ramifications for most schools. In particular, the calculation of each component of the grant, especially for essential services including electricity. School Councils have made COGSO aware of the incorrect and inadequate funding for essential services and the lack of consideration for funding inequities across schools. COGSO s position is that it is the responsibility of governments to fully and adequately fund essential services of all government schools. All schools are different, some are new, equipped with every facility possible whilst others are old, some 50 years old or more, and require significant monetary resources to ensure equity with the new schools. Reform of the Education Act (NT) (COGSO Submission) Page 4

6 COGSO believes that Industrial Relations matters relating to all employees employed within NT Government Schools are, and should remain, the responsibility of the NT Government. This includes the employment of teaching staff. It is COGSO s belief that the education system and schools should be accountable to the communities which they serve. COGSO therefore believes that school and system wide appraisals, with community representatives, should be undertaken at regular intervals. As one of the accountability mechanisms, COGSO strongly recommends keeping and sustaining the current accountability process (based on the Queensland model), which ensures that Principals and schools have an educational focus in preference to a managerial one. COGSO believes that the effectiveness of school education depends to a large extent on parental and community attitudes to education. COGSO therefore believes that Departmental officers, principals and teachers must actively encourage parent and community involvement in the education process. COGSO believes that the Government should provide adequate funds to enable Government School parents, teachers and community representatives to hold conferences and attend in-service courses and meetings so that the decisions they make, as engaged members of the school community, are based on adequate information and reflect the views of the communities which they serve. Reform of the Education Act (NT) (COGSO Submission) Page 5

7 Reform Theme 3 -Parent, Community and Education Partnerships COGSO strongly supports greater community and parental involvement in the governance of schools. School Councils and COGSO note the vision of the Federal Minister for all public schools to be managed as Independent Public Schools (IPS). As an organisation we recognise this shift in thinking and recognise that it will need the attention and involvement of all stakeholders including parents under the leadership of their respective governing bodies. COGSO believes that a healthy collaborative school community is one in which its parents, students, staff, the principal and the wider community all work together towards achieving the best educational and personal outcomes for each and every student, and one which meets the needs and aspirations of the whole school community. COGSO is aware that in April of this year, all large school principals will be attending a compulsory conference regarding local school autonomy and IPS. It is COGSO s position that any discussion regarding the current composition of school councils and need for School Boards is premature and requires further consideration for the development of consultation papers and draft models, to assist in the discussion and engagement of parents and community, prior to any decision-making. COGSO does not support the argument as outlined in the Reform of the Education Act (NT) discussion paper concerning models for functions and powers of parent/community representative bodies. It is noted that the discussion paper identified the following as reform options: introducing greater accountability in relation to the powers and functions of a parent/community representative body, including budgeting, funds expenditure and reporting mandating requirements in relation to financial, human resources and other reports providing parent/community representative bodies with a legislative basis for operating programs as part of a full-service school. For example, outside school hours care programs, school breakfast/lunch programs, long day care centres, adult education programs clarifying provisions relating to ownership of property purchased by a parent/community representative body and assets developed by a parent/community representative body (Discussion paper p14). COGSO recognises the challenges that some schools have in establishing a fully functional School Council as articulated under the current Act and legislation. COGSO is aware that some school communities would benefit from increased capacity building to support them form a School Council as per their constitution. COGSO aims to provide assistance, and is offering governance training to school councils, providing this training across most regions. Governance training is only one aspect of the capacity building required to support effective engagement in the broader educational process. Reform of the Education Act (NT) (COGSO Submission) Page 6

8 COGSO supports the provision of professional development, by accredited educational authorities, for all members of school councils, on an on-going basis. This should include, inter alia: application of the Education (Colleges and School Councils) Regulations and the Partners in Education, Parent Policy; strategies that support councils in working as a team and skills for effective group representation; school governance and the role of the council in the school decision-making processes; working collaboratively with students, parents, teachers, departmental staff, the NT Principals Association, the AEU, COGSO, and the wider community; planning, implementation and review of Action Plans for School Improvement; human resource management; assessing curriculum needs; financial management; information technology (IT) systems. In respect to the tenure of school council members, COGSO believes the current conditions are satisfactory and applicable and do not require change. A code of conduct for school council members is important and this has been included (with example) in advice to school councils, with the relevant document being approved by the department. COGSO believes the current accountability of school councils, which includes the annual financial audit, financial reports, school annual report, school improvement plan and annual operational report is sufficient. COGSO is ambivalent in regards to home schooling, yet understand that extenuating circumstances occur where it may be necessary. Further refinement of reforms as outlined in the discussion paper are most necessary to ensure maximum opportunities are in place for the home schooling to be successful and that students are not disadvantaged. Reform Theme 4 -Safe Schools COGSO agrees that nothing is more important than for children to feel safe and to be safe at school. The Behavioural Management Taskforce is currently reviewing this very issue and any legislative developments (including draft legislation) should not occur until the public has had a chance to review the recommendations from the Taskforce. Reform of the Education Act (NT) (COGSO Submission) Page 7

9 Scope inclusions The Taskforce areas of interest will include: critical behaviour incident responses suspension actions extreme behaviour support data collection and reporting functions recommendations towards Education Act Review specific to behaviour When addressing options for reform of the act to support safe schools, COGSO suggests that the National Safe Schools Framework, supported by all Australian Ministers and education jurisdictions, provides a vision and a set of guiding principles for safe, supportive and respectful school communities that promote student wellbeing. The Framework contains guiding principles that represent fundamental beliefs about safe, supportive and respectful school communities. These guiding principles emphasise the importance of student safety and wellbeing as a pre-requisite for effective learning in all school settings. COGSO does not condone corporal punishment. COGSO believes that the NT department responsible for education should provide resources and appropriately qualified and experienced staff to identify and work with students experiencing difficulties which may lead to potentially destructive behaviour. COGSO also believes that children who have been suspended or expelled from a government school or who are in corrective or welfare institutions, should not be disadvantaged educationally and that proper provision of classroom accommodation, materials, facilities and teachers should be made by the department responsible for education. Further to that, COGSO believes that these students and their parents, should have free and professional support (not limited to only those included) by counsellors, drug addiction support, legal information and any other support deemed necessary to support the students to acquire an informed position, while keeping up their academic education. Reform Theme 5 - Enrolment, Attendance and Youth Participation. It is COGSO s belief that the education system should be organised in such a way that it provides the opportunity for all students to realise their intellectual and personal potential. COGSO recognises that to do this, the system must acknowledge the differing needs and aspirations of local communities and cultures, and must compensate for any educational disadvantage experienced by individuals, groups or whole communities. Reform of the Education Act (NT) (COGSO Submission) Page 8

10 COGSO believes, that recognising the capacity of the school, there should be no zoning of schools and that parents should, so far as is practicable, be allowed to choose which school their children attend. COGSO believes that timely and regular attendance at school is an expectation for all students and that the department should aim to improve attendance of students in government schools by providing direct support to those students in greatest need. This approach should be based on the mutual obligation of schools, parents and communities to develop strategies that link directly to the local causes of student absence. COGSO believes that methods which incorporate positive encouragement, counselling, promote selfesteem and peer group controls are preferred to methods which incorporate the threat of force as a central philosophy. Attendance strategies should be positive, not punitive. Reform Theme 6 - Vocational education and training in schools COGSO agrees that vocational education and training programs is a legitimate school education pathway for some students. COGSO supports the reform options that are given relating to school-based vocational education and training. However, the last reform option given Providing for registered training organisations to deliver vocational education and training in a school context, COGSO believes that all teachers within the learning environment should be recognised/registered by the NT Teacher Registration Board. This should include a formal check of qualifications and criminal history check. Reform Theme 7 - Government School Operations CURRICULUM COGSO believes that the full development of each individual and their right to personal esteem and dignity regardless of gender, race, creed, culture or financial situation should be the basis of school curriculum. COGSO believes that there should be developed and established a common curriculum framework for Australian schools. Acknowledging the advent of the National Curriculum, COGSO believes that the core curriculum should be the set of basic and essential learnings and experiences which enable all students to take their place in our society. COGSO believes that the core curriculum should be continually reviewed in light of the changing nature of society. Reform of the Education Act (NT) (COGSO Submission) Page 9

11 COGSO believes that the NT Board of Studies plays an important part in ensuring that views of students, parents and other members of the community are reflected in the aims and content of core and school based curriculum. It is COGSO s belief that an independent Board of Studies should continue to be charged with providing advice to the Minister for Education and the Chief Executive of the Department of Education on curriculum policy in relation to: Establish and maintain curriculum frameworks (National or Territory)that encompass the needs of all students in the Territory school education system Establish and maintain procedures for student assessment, reporting and certification Monitors, evaluates and reports on student performances Improves student outcomes Government policy that impacts on the Board's functions Cooperate and consult with prescribed authorities or bodies engaged in education and related matters. CHILDREN WITH SPECIAL LEARNING NEEDS COGSO recognises that children with special needs are those whose needs are beyond the normal range, including those who are gifted and talented or have learning, communication, emotional and behavioral, physical, and developmental special needs. Should the decision be taken to include a definition of disability to cover the entire act then COGSO believes that wider consultation must be undertaken to develop such a definition COGSO believes that Government and the department responsible for education, should, through preservice and in-service training, provide all teachers with the skills to recognise and help the child with special needs. COGSO also believes that from an early age, regular screening and assessment of children to recognise individual problems and needs should be part of the education system. It is the responsibility of the department responsible for education, to provide resources including adequate and appropriate facilities, services and teaching programs for the care and development of children with special needs. In order for some students with special needs to achieve quality outcomes in their regular classes additional support may need to be provided. This support may be given from a specialist education support teacher, advisory personnel, teacher assistant or part time instructor. Reform of the Education Act (NT) (COGSO Submission) Page 10

12 INTERNATIONAL EDUCATION COGSO supports reforms relating to international education. As noted in the discussion paper the capacity to charge a fee for service for overseas students is covered through policy, not legislation. We are aware that in some cases this is providing problems for schools as situations arise when parents do not pay the fees and without appropriate legislation it is difficult, if not impossible, to rectify and recover the fees. COGSO understands there is great variance in the process of enrolling international students in schools; varying from international students being enrolled as any other student often without notice, to schools having policy and promoting the process. No doubt there have been gradual and significant developments in some schools, particularly in some secondary schools. The revised act would need to guard against the scenario of international students having enrolment priority over local students. HOME EDUCATION COGSO supports the options for reform given for home education. FEES AND CONTRIBUTIONS COGSO believes that education is a right. It is the responsibility of government to provide and maintain a free universal and public system of education of the highest standard, providing equality of opportunity for every student. From the beginning of pre-school to the end of Year 12, basic education should be fully funded by government grants and free of direct charges to parents. The government's policy and position of funding to schools in general is not based on the needs of schools. The assertion that NT schools are well resourced is incorrect. Approximately 70% of the funding is for non-core educational services, including essential services. Everyone expects that governments just naturally provide all the buildings, furniture, electricity and repairs etc., but this is not actually the case when a school receives a one-line budget including all of the above. Funding for educational programs is not based on the needs for educational resources including text books, library resources, information technology, playground equipment, and so on. There is no differentiation of funding in respect to the age of schools, for example. To fully and appropriately implement the Australian curriculum, all curriculum areas require resourcing, and simply this is impossible with the funding that a school receives. Recurrent funding levels in schools require a significant increase if educational standards are to be improved. The current Education Act has very limited mention of funding for schools. COGSO believes that geographical, demographical and socio-economic disadvantage should be taken into account in the distribution of funds to schools. Reform of the Education Act (NT) (COGSO Submission) Page 11

13 VOLUNTARY CONTRIBUTIONS It is COGSO position that no student should be educationally disadvantaged as a result of their parent s unwillingness or inability to pay fees. Further, COGSO believes that a voluntary contribution is just that. Schools can encourage contribution but have no means to enforce it and nor should they. Therefore schools cannot ask that contributions contribute to core budget requirements and funding allocation from the department should not allow for voluntary contribution. ADDITIONAL SERVICES TO GOVERNMENT SCHOOLS Whilst the heading is services to government schools COGSO believes it should be services provided by government schools. COGSO supports the concept that other services or programs provided to non-government students should attract a fee for service. ACCESSING DISTANCE EDUCATION BY CHOICE. COGSO believes that the Government should encourage diversity of educational methods and programs both between and within schools so as to provide parents and students with as wide a choice as possible. COGSO believes that the Government must make additional resources including staff available to schools in small towns and remote communities so as to provide as wide an educational experience for students in those areas as is available in larger communities. COGSO supports the option for reform in cases where a government school is available except in the situation where a particular unit of study is not offered by the local government school. STUDENT RECORDS AND DATA COGSO recognises and supports the collection of appropriate data as long there is consideration to privacy and confidentiality. COGSO requires additional information be provided and greater discussion undertaken covering the area of sharing student data to other government organisations, COGSO has reservations with this concept. Reform of the Education Act (NT) (COGSO Submission) Page 12

14 RELIGIOUS EDUCATION COGSO believes Religious Instruction should not become a subject for inclusion as a formal item in the school curriculum. Government must provide education without prejudice or favour in terms of race, creed, culture or sex. POWERS TO CLOSE A SCHOOL COGSO believes the neighbourhood school is an essential feature of a Public Education system which provides structural support to: a) the commitment to a public education system which ensures that all children have access to a high quality education enabling a successful and constructive schooling for all; b) the development of a sense of shared purpose between the school and its community; c) the participation of parents in the educational process which takes place in schools; and d) ensuring safe access of students to schools. COGSO a) believes it is a fundamental obligation of Government to provide Government schools when and where they are needed, and keep them open for as long as they are needed; b) opposes school closures except in circumstances where changes in land use and residential population result in the loss of a link between the school and its local community; c) believes there can be no across-the-board criteria for school closures; d) believes that where school closures are mooted: a. there should be full, proper, open and public consultation with the school communities affected namely the school proposed for closure and the school or schools likely to receive displaced students as well as peak parent and teacher organisations and other community groups over a minimum period of twelve months b. if a decision is made to close a school, at least 12 months notice should then be given of the proposed closure, with closure being effected only on completion of the school year c. A fact-finding working party comprising a senior departmental officer, demographer a representative of each of the NT COGSO and the NT Australian Education Union, and from each school affected by the closure a parent representative of the school council and the principal should be established to inquire into the proposed school closure and undertake an impact study which takes into account: i. educational, social, economic, cultural, environmental, urban planning, community and historical factors ii. school population including future enrolment projections iii. geographical and safety factors Reform of the Education Act (NT) (COGSO Submission) Page 13

15 iv. the availability of outside school hours care v. access to, and accommodation for, students at the nearest government school vi. impact on the public schooling system as a whole, and in particular on the programs and resources of other Government schools in the area, The impact study and recommendations regarding prospective school closure should, upon completion, be presented to the Government and the School Councils of the affected schools. An appeals mechanism, independent of government and jointly agreed to by the Department of Education and NT COGSO, should be established to adjudicate any disputed decision. A post rationalisation review should be conducted by a representative committee 12 months after the process is implemented and a public report issued; in the event that an independent review findings is that the school should remain open, no further review for school closure should take place within three years, except where the relevant school community seeks such a review; and In the event of closure of schools and the land on which they are sited are public assets which should not be sold but should remain in public ownership and be used in such a way as to provide continuing educational advantage Advisory Councils As the Act currently provides for the minister to create advisory councils, it seems a logical matter to form advisory councils that are important to education in the NT and whose composition is determined by the Act or by regulation. As the peak territory voice for parents and School Councils, COGSO would be happy to provide representation on these advisory councils. Other Part 6 of the ACT relating to Colleges COGSO notes the advice in the discussion paper that the last college created under this section was abolished some ten years ago. COGSO also notes that in recent years the department merged schools and called them colleges. COGSO has some reservations concerning the intent. Similarly COGSO supports the inclusion of a definition for middle school recognising that it is middle school not middle schooling. Reform of the Education Act (NT) (COGSO Submission) Page 14

16 Reform Theme 8 - Registration of non-government schools It is not the responsibility of governments to fund private schools or persons using private schools; that responsibility rests with the private individual or the private institution. New non-government schools The Territory Government should cease assisting the establishment and funding of new nongovernment schools, and additional pupil places in existing non-government schools, where: a) it represents an uneconomic use of public monies because sufficient pupil places already exist in neighbourhood schools; b) the new school or additional places would adversely affect the capacity of neighbourhood schools to provide quality curriculum. No new non-government school should be established unless the combination of its private resources and income, as determined by an independent statutory body, enables it to operate, from the beginning, at government school resource standards. Should there be a need for a non-government school then an independent statutory body (on which government school parents and teachers have representation proportional to the numbers of students in the government education system) reporting to the Minister should be the body making decisions on the accreditation and accountability of non-government schools. COGSO strongly believes that the registration and ongoing assessment of compliance for non-government schools should be separated from the department in order to avoid any actual or perceived conflict of interest when the DoE CE is required to make a decision about non-government schools. The current review process for non-government schools should remain and be enhanced. Reform Theme 9 - Accountability COGSO believes that each school should be responsible for reporting to its community how provision is made to meet the full range of educational needs of its students. Schools meet accountability requirements when: a) the school community is involved in decisions; b) they submit their practices and processes and policies to ongoing scrutiny; c) they convey information about what the school is doing through regular newsletters to the community; d) they provide public access to policy documents. Reform of the Education Act (NT) (COGSO Submission) Page 15

17 All schools should produce an Annual Report that combines an account of the work of the school council and of the staff. More recently school accountability has been further refined by the introduction of the formal school review process which includes elements of the QLD model. COGSO supports the current school review process. Presently COGSO believes that a differential accountability model would not provide enough rigor to give confidence in the quality of service provision in schools. High performing schools should maintain a high level of performance and, given staff turnover/change of leadership, etc., need to be involved in the same school review process as other schools. A lighter touch approach may not ensure that high performance is sustained. The current accountability and Performance Improvement Framework (APIF) is an effective quality framework for government schools. As mentioned under Non-government Schools, there is a need to change the regulatory and accountability functions performed by the department. The department Chief Executive should not be the registering authority for non-government schools. The registration and ongoing assessment of compliance of non-government schools should be separated from the department in order to avoid any actual or perceived conflict of interest. Current review process for non-government schools should remain. Given the size of the NT education system, review of non-government schools should continue to largely focus on compliance with registration requirements. It would be a benefit to consolidate regulatory functions for government schools, children s services and the NT s regulatory roles relating to international education and higher education within a division in the department that is separate to the service provision arms of the department. Some separation between regulation and service provision would be a stronger basis for transparent decision making in relation to the quality of service. Reform Theme 10- Streamlining HIGHER EDUCATION It is COGSO s belief that we only need the one Education Act. Therefore, the residual provisions in the Higher Education Act should be incorporated into a new Education Act. We agree with the reform option to repeal the NT s Higher Education Act 2004 and incorporate a new part in a new Education Act that deals with the residual powers relating to the capacity of the NT to approve the establishment of entities which are not corporations that apply to be universities under state/territory-based legislation. Reform of the Education Act (NT) (COGSO Submission) Page 16

18 EARLY CHILDHOOD COGSO believes it would be beneficial for parents and schools to provide the capacity to issue a unique student identifier to children enrolled in an early childhood service operated by the NT Government. This will enable the tracking of individual students from when they first engage with an early childhood service through the remainder of their school education in the NT. Other Thoughts or General Comments Regarding more autonomy for local schools and Independent Public Schools (IPS), it must currently be divorced from the legislation process. Through consultation with stakeholders, a draft model is required, clearly delineating why government and department are proposing this model. Why fix something which is not broken. The model must concentrate and demonstrate that improvement of educational outcomes for students is the objective, and not just a ruse to reduce funding to schools. As a prerequisite, the budgetary and funding model is integral to the whole process. More funding, not less is required for the model to be successful and policy must reflect that it remains the government s position to be responsible for all essential services. Private schools are funded on enrolment figures and not attendance as has currently occurred in government schools. Principals must continue to be educational and instructional leaders, in preference to educational managers. The current discussion paper reads as a form of decentralisation with more responsibilities transferred to schools, the empowerment of school councils is necessary. The matter of school staffing is paramount in providing more autonomy to schools, but it has little attention in the discussion paper. Is this because it will remained to be centralised? In the states which are embracing IPS, the staffing issue has not been resolved and principals and school councils appear to maintain they are not being empowered. The Federal Minister has a vision that schools will in the future have this responsibility. Importantly, somehow principals and councils must have the ability and freedom to address the matter of underperforming teachers. To be serious about a model for IPS, the staffing matter must be integral to the model, but this is recognised by most stakeholders as being challenging, if not impossible. Reform of the Education Act (NT) (COGSO Submission) Page 17

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