EDUCATION REPORT MINISTER OF EDUCATION THE YEAR VICTORIA. By Alllhority: OF THE FOR. No. 24.-[85 cents.]-10270/68.

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1 VCTORA EDUCATON REPORT OF THE MNSTER OF EDUCATON FOR THE YEAR [Approximate Cost of Paper.-Preparation, no~ given Printing (50 copies), $ ] No. 4.-[85 cents.]-070/68. By Alllhority: A. C. BROOKS, GOVERNMENT PRNTER, MELBOURNE.

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3 CONTENTS MNSTER'S REPORT FOR THE YEAR Report of the Minister of Education Report on Primary Education Report on Secondary Education Report on Technical Education Statistical nformation PAGE

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5 Report of the Minister of Education Education Department, Melbourne, 300, 4th September 968. have the honour to submit the Report of the Minister of Education for the financial year t refers to the last year of office of my predecessor, The Hon. John Bloomfield, now Sir John Bloomfield, who held the portfolio from March 956 to May 967. His long term of office covers an era of development unparalleled in the history of Victorian State education, as is apparent from the following figures. The number of primary teachers increased by over one-half, while the numbers of secondary and technical teachers and students in training almost trebled. n 956 there were 56,87 students in secondary schools and,34 students in technical schools. Eleven years later, the numbers had increased to 4,668 and 5,47 respectively. Additional high schools established numbered 43, taking the total from 84 to 7, while the number of technical schools more than doubled to a total of 95. Sir John's first budget provided for an expenditure of $67 million ; his last (the budget) envisaged the expenditure of $ 4 million-more than three times the amount in The most spectacular aspect of this increase was the additional assistance to universities, which rose from $ million to the more recent figure of $8 million. Of the 337 new buildings erected in this period, i.e. units of four or more classrooms, 7 were for the use of primary pupils, for the secondary division, and 53 for the technical division. At the tertiary level, this burgeoning of interest and activity resulted in the establishment of two new universities after a static situation in this respect of almost a century and, to meet the changed situation, a new body--the Victorian Universities and Schools Examinations Boardcame into being. Another most important step forward has been the introduction and swift development of the Victoria nstitute of Colleges. Meantime, the activities of the schools have become more attuned to the needs of the times. There has been great growth in the development of special services such as those of the Curriculum and Research Branch and the Psychology and Guidance Branch, and both teachers and the administrative staff have recognized the need for reassessment of past methods and objectives. Sir John may well look back with pride on his record term as Victorian Minister of Education. now turn to his last year of office where, once again, in the comments that follow, must rely on my observations from outside the Department, on the study that have made of the problems since taking office, and on the information provided in the sectional reports. Within the Teaching Service generally in recent years there have been general ferment and activity, with questioning, criticism, and discussion of established practices and an increasing readiness to experiment. The changing needs of an expanding economy have also had their impact on our education system. During the period under review, considerable progress has again been made in each division. Modern methods of instruction in subject development are general features of primary education. Pupils are being encouraged to be active participants in the learning process. The ferment and the activity noted above have brought a new approach to the design of school buildings, and the construction of several schools in the new design has begun. With the assistance of the Curriculum and Research Branch, secondary schools are examining the curriculum of the first four years of secondary education, which have now been freed from the restraint of an external examination. An increasing awareness of the need for courses in administration of education has been met by the introduction of pilot courses, and an expansion of these to meet the heavy demand is being planned.

6 6 t has been in the technical division that the demands of an expanding economy have been most insistent, and the period under review has been marked by considerable extension of replanning of courses at all levels. Almost all diploma courses have been substantially revised, not only to incorporate modern developments in the various technologies, but also to reduce hours of direct class instruction. Much attention has been given also to planning and initiating courses in the comparatively undeveloped areas of sub-professional and higher technician education-attention which might well lead to significant changes in the pattern of vocational education during the next decade. There has again been a steady growth in the erection of school buildings and in school population in all divisions and more new schools have been opened in rapidly developing areas. n post-primary schools, the increase in enrolment caused not only by the larger intake at the first-year level but also by the greatly increased numbers of students remaining for longer periods has been significant, thus augmenting the difficulty of recruiting sufficient staff, particularly in science and mathematics. Specialist services have shown a pleasing development throughout the year, but there is still need for a further expansion of the Psychology and Guidance Branch and of the library resources and facilities. Within the schools there has been an increasing awareness of the educational value of extra-curricular activities, to which teachers give so willingly and generously of their own time, and of the need to strengthen the contact between school and home in order to provide a satisfactory basis of co-operation on which the education of the child can be developed. Local interest in education has been most marked, not only during Education Week but throughout the year, in school projects such as the provision of assembly halls and ground development schemes. Much has been done ; much remains to be done. But the general atmosphere is one of optimism and, in many instances, infectious enthusiasm.

7 Recruitment 7 RECRUTMENT AND TRANNG OF TEACHERS The optimism engendered by a busy and successful year in the recruiting field has recently been tempered with concern at the enforced retirement through ill health of Mr. C. G. Mackenzie. As Recruitment Officer for more than a decade, Mr. Mackenzie made a notable contribution to the important task of obtaining an adequate number of suitable student teachers, and his dedicated enthusiasm and fine personal qualities will not readily be forgotten. During Mr. Mackenzie's extended absence, his work has been carried out capably, successfully, and at considerable personal sacrifice by Mr. J. Wilson. To ensure a continuance of visits to all State secondary schools and to enable visits to technical and metropolitan registered schools to be resumed, however, further appointments to, and some reorganization of, the Branch will be necessary. nterest in teaching as a career has been maintained. The total number of applicants was approximately the same as last year, but the number of net awards showed an over-all increase of 44. The primary target of 900 was exceeded by 6, and the 74 secondary degree awards represented an increase of almost 00 on last year's figures. The introduction of the degree of Bachelor of Science (Education) at the University of Melbourne and the commencement of La Trobe University contributed materially to this increase. A problem which remains, however, is the need to attract more men to the primary and secondary divisions and, in particular, to the art and craft courses for secondary teachers. Set out in the table below are the figures for the last two years in the various categories. All of the students awarded art and craft courses had completed the Matriculation Examination; all successful domestic arts applicants had completed their sixth year of secondary school and 55 of the 80 had passed the Matriculation Examination. While the increased number of first-year students in secondary physical education is pleasing, it is believed that uncertainty regarding acceptance in the quota still has an adverse effect on the volume of applications for this course. The supply of technical trainees is adequate only for immediate requirements, and the shortage 0 teachers of humanities subjects in technical schools is still acute. Once again, all successful applicants for primary studentships had completed their sixth year of secondary education and 60 per cent had passed the Matriculation Examination. Eleven of the twenty students to whom primary physical education courses were offered either failed to gain admission to the quota or, as a subsequent preference, elected to pursue alternative courses. A salient feature of bursary awards was the high calibre of the applicants. Four hundred and sixty-seven Leaving bursary applicants won Commonwealth scholarships, and all successful applicants satisfied the top criteria set down for the award. To ensure that all bursaries were taken up, waiting lists of students to take the places of those who declined offers were established. n the technical field, the decrease in the number of awards since the introduction of Commonwealth Technical scholarships has continued. Of the 07 State high schools with senior forms, all but were visited by the Recruitment Officer, and every effort was made to give personal advice on special problems and suitable study courses and to ensure that the facts regarding service as a teacher were properly presented and widely publicized. At university level, of the 40 graduate and undergraduate applicants, fifty-three accepted award offers-a slight increase on the 965/66 figures. Publicity avenues that were utilized during the year included advertisements in daily newspapers, a comprehensive circular to all State post-primary schools, and a contribution to the " Careers " supplement of The Australian Student. Arrangements for the selection of the most suitable students followed the well-established procedures of previous years. The work of interviewing over 7,000 applicants is one of considerable magnitude, and those involved are to be congratulated on the celerity and the skill which they displayed in the discharge of this onerous task. At the end of the first week in February, most students had been advised of the outcome of their applications. Appeals against non-selection, which always receive individual re-consideration, are becoming progressively fewer each year.

8 8 The following table shows the number of applicants and awards for studentships and bursaries for as compared with those of the previous year. APPLCATONS A:-D AwARDS Applications Net Awards Applications Net Awards Studentships- Primary,647,674,73,907 Primary Physical Education Total Primary,690,684,754,96 University,8,084 3,93,74 Domestic Arts Art and Crafts T.S.T.C. Physical Education Total Secondary 3,553,300 3,890,503 Technical Trade lnstructorships Total Technical , TOTAL STUDENTSHPS 7,077 3,344 7,85 3,786 Bursaries- Leaving 3,43,03 3,76,097 Matriculation, ,5 997 Technical ToTAL BuRSARES 6,494,009 7,77,3 Training Significant developments in the training of teachers occurred during the year under review. The Advisory Committee appointed by the Director-General to make recommendations on a three-year course of training for primary teachers submitted its report early in 967. The main proposals have been approved in principle and plans are being made to introduce the new course in stages as from 968. The course will allow for individuality, originality, and innovation in the programs devised by the various teachers' colleges, but the Committee has emphasized the importance of promoting the further education and the personal growth of all students as well as the need to develop their professional understanding and vocational competence. The success of the new course will depend largely on the calibre of the students, the quality and qualifications of staff, and the availability of modern educational resources in the colleges. t is also anticipated that there will be significant changes in the organization and the character of teachers' colleges as a result of the re-thinking stimulated by preparations for the new course. The development of the new Bachelor of Science (Education) course at the University of Melbourne was prompted by concern for the gradual decline in the number of science undergraduates preparing for teaching, the restrictions of the quota system, and an appreciation of the need for a course to meet the requirements of science teachers. This is a four-year concurrent course of teacher education in science, and a substantial portion of the course is being presented by the Secondary Teachers' College in accordance with prescriptions determined by the University. The further development of the course will be conditional on the availability of accommodation, equipment, and staff for the instruction and training of the 00 students who are expected to enter the course each year. One hundred and sixty-eight holders of secondary studentships were among the first students at the newly established La Trobe University. t is expected that, as at Monash, the number will increase rapidly in future years and thus help to overcome the shortage of post-primary teachers. Four-year courses of training have replaced the three-year courses provided at the Secondary and Monash Teachers' Colleges for students undertaking non-university studies leading to their certification as trained secondary teachers. This development has been accelerated by the introduction of quota restrictions at the universities and by the desire to ensure that as many students as possible should complete qualifications that will ensure their progress through the Teaching Service without their having to undertake external studies or part-time courses to meet Departmental requirements for promotion from class to class. Similarly, in 967, a four-year course of training was introduced for secondary teachers of art and crafts. This course is administered by the Melbourne Teachers' College and is presented in association with several senior technical colleges. Committees have also been engaged on the study of ways and means of recruiting and training teacher-librarians and physical education teachers for secondary and technical schools. The shortage of physical education teachers is still a matter for concern, and consideration is being given to projects to supplement the small group of physical education trainees. Reports from these two committees will not be available until the latter part of 967. n many respects the most important development has been the very welcome offer, early in 967, of Commonwealth grants to enable the States to build and equip teachers' colleges. The building program entailed will require the expenditure of at least $,000,000 in five years if teachers' colleges are to provide the accommodation estimated as necessary to train the teachers needed by the Education

9 9 Department before 975. The Commonwealth Government has provided $4,000,000 for allocation to the States for the triennium Of this amount, Victoria will receive $5,350,000. The immediate effect is to expedite the design and planning of a new multi-storey science block for the Secondary Teachers' College and a new multi-storey building to replace the present Technical Teachers' College. At the same time, plans are being made to provide important extensions to other teachers' colleges; building should commence in the next financial year. During , only one building, a lecture block and gymnasium at Toorak Teachers' College, has been under construction, but, in future, as a result of the Commonwealth grant, several major projects should be commenced each year. BUT-DNGS AND GROUNDS Many additional classrooms were again needed to provide for the continuing increase in school population throughout the State. Nine hundred and eighteen classrooms were erected, together with many ancillary rooms such as offices, staff-rooms, store-rooms, and rest-rooms. n addition to one hundred and twenty-five portable classrooms, for use where required, two hundred and eighty-four classrooms were erected for primary schools, three hundred and forty-six for secondary, one hundred and sixty for technical schools, and three for consolidated schools. Primary Seven new primary schools were established during the year, three old schools were reopened, and eleven small schools were closed because of insufficient attendance. Buildings ranging between six and fifteen classrooms were provided for newly established schools at Coolaroo South, Croydon South, Kerang South, Sandown Park, Seymour, Shepparton South, and Sussex Heights. Sub-standard buildings were replaced by new buildings at Alberton West, Colbinabbin, Dhurringile, Eldorado, Kialla West, Maiden Gully, Millbrook, Osborne, Port Albert, Swan Marsh, and Wunghnu. Buildings destroyed by fire at Canterbury, Kerrimuir, and Pascoe Vale were replaced by new buildings, and a classroom from a closed school was transferred to Allan's Flat. Additions of eight classrooms were provided at Altona North and Beverley Hills. The erection of four or more classrooms was completed at Bennettswood, Doncaster, Doncaster East, Eastmeadows, Eltham, Essex Heights, Glen Devon, Heatherhill, Keilor Heights, Moomba Park, Overport, Parklands, Thomastown East, Watsonia, Watsonia Heights, and Westall. Three-classroom additions were completed at Croydon (nfant School), Lilydale, and Wodonga. The construction of one or two classrooms took place at sixty-three primary schools throughout the State. Secondary New high schools were established at Laverton, Pakenham, Richmond, Seaford, Syndal, and Wonthaggi. New secondary school buildings were occupied at Brunswick, Croydon West, Flemington, Monash, Monterey, and Prahran. A new high school on a new site was erected at Castlemaine. Additional classrooms were erected at high schools throughout the State, as follows :-Nineteen at Bendigo; thirteen at Westall; nine at Cobram; eight at Warrnambool; six at Bendigo Girls'; five at Beaufort, Echuca, Euroa, Rochester, and Rushworth; four at Altona North, Mornington, Stawell, Templestowe, and Watsonia; three at Heidelberg Girls', Elwood, and Frankston. Science blocks, which were provided with funds made available by the Commonwealth Government, were erected at the following schools:-four rooms at Ballarat, Brighton, Strathmore, and Swan Hill; two rooms at Ashwood, Ballarat East, Balwyn, Belmont, Bendigo, Bentleigh, Blackburn, Bonbeach, Cobram, Croydon, Echuca, Elwood, Fitzroy, Frankston, Glenroy, Glen Waverley, Hampton, Highett, Huntingdale, Karingal, Maribyrnong, Maryborough, Monash, Mitcham, Oakleigh, Oak Park, Preston Girls', Rosebud, St. Albans, and Upwey; and a one-room unit at Bendigo Girls', Cobram, Collingwood Girls', Heidelberg Girls', Rushworth, and Stawell. Technical New technical schools were established at Monterey, Leongatha, Broadmeadows West, and Dromana. Additional classrooms were erected as follows :-Twenty-six at Corio, twenty-three at Glenroy, eighteen at the Melbourne School of Printing and Graphic Arts, fourteen at Swan Hill and Doveton, thirteen at Horsham, ten at Box Hill, nine at Mildura, eight at Preston and six at the Melbourne School of Textiles. Nineteen classrooms were erected at Swinburne to replace sixteen existing rooms and to provide three additional classrooms. A number of the additions were made possible by funds from the Commonwealth Technical Training Grants. Portable Classrooms Five hundred and forty-three classrooms are now in use and one hundred and fifty-six transfers between schools took place to provide temporary accommodation. Subsidized Works Financial assistance was granted to fifty-seven schools to enable them to arrange for the erection of special buildings as follows:- Primary Schools.-Libraries were erected at Blackburn East, Box Hill North, Corio, Eastwood, Greensborough, Kingsville, Laburnum, Macleod, Morwell, Montmorency, Nunawading, Shepparton, Southmoor, Warragul, and Wattle Park. Art/craft rooms were erected at Beaumaris North, Eaglehawk, vanhoe East, Mitcham, and Vermont; a general-purpose room was opened at Lake Bolac; and canteens were erected at fifteen schools.

10 0 Secondary Schools.-Assembly halls were erected at Baimsdale, Balwyn, Blackburn, Canterbury (Girls'), Camperdown, Colac, Frankston, Karingal, La Trobe, Ringwood, and Rosebud. Shelter pavilions were converted to change rooms at Belmont, Newlands, and St. Arnaud. Other major building projects were a library at Upwey, a canteen at Red Hill, and a general-purpose room at Red Hill Consolidated. Technical.-An assembly hall was built at Sandringham and a canteen at Ferntree Gully. n addition, financial assistance was granted for site development at a great number of primary, secondary, and technical schools. Lands and Properties Thirty-one new sites were purchased at a cost of $,37,33 and an amount of $460,49 was spent on the acquisition of extensions to forty-eight sites. The total expenditure on the purchase of lands and buildings, including residences, was $,007,87. Residences.-Sixteen residences were purchased and six erected during the year. were for teachers and three for caretakers. Fencing.-The Department maintained progress with the fencing of school-grounds. were arranged for the erection of party and non-party fencing at numerous schools. Summary of Expenditure Nineteen of these Contracts The total expenditure on school buildings and land for the year ended 30th June 967 was $8,888,5. The following table gives a summary of the expenditure:- Public Works Education - Department Department Total $ $ $ Capital Expenditure,6,673,90,950 3,353,63 Maintenance 4,3,49,,353 5,534,50 Total 5,484,8* 3,403,303 8,888,5 ncludes an amount of $,98,456.0, representing an on cost charge to cover costs associated with design, supervision, and administration in the Public Works Department. Curriculum and Research Branch SPECAL EDUCATON SERVCES An increasing demand is being made upon the specialized services which the Branch is equipped to provide, and the activities are now both wide and varied. Relevant information on a variety of subjects is supplied as required to the administration, to a number of Departmental committees, to teachers' colleges, to inspectors, and to schools in the three divisions. To a large extent these services are centred on various curriculum committees in each division and curriculum development outside the Department, as well as on committees of a more general educational nature. The many research projects, experiments, and trials are largely associated with curriculum development and teaching techniques. A staff structure that will provide specialists in various fields and give some stability is gradually being developed. The staff is engaged in such matters as development of courses, related research, and the implementation of courses and methods in schools. The staff now consists of five professional officers, twenty-seven full-time assistants, twenty-six part-time assistants, and two typists. Accommodation is strained and the conditions have an adverse effect on the efficient functioning of the Branch. The following outline indicates some major activities. Art and Craft CURRCULUM DEVELOPMENT A new course which was on trial last year has been approved by the Standing Committee for the Revision of the Curriculum in Primary Schools. A curriculum guide has been prepared by the Supervisor of Art and the Supervisor of Homecrafts in conjunction with this Branch. Commercial Su~jects An assistant is engaged in the development and the evaluation of pilot courses in typewriting and communication and consumer education. Twenty-three Victorian secondary schools are teaching a pilot course in consumer education at Form ll level.

11 English The preparation of sequential reading schemes for Grades -V has been virtually completed. The study of the application of modern linguistics to language study, reading, and spelling is well advanced. n the field of creative writing, the promotion of children's original, imaginative writing in primary and junior secondary schools is being carried out. A basic, minimum, ungraded spelling list has been compiled and is on trial in 50 primary schools and 0 secondary and technical schools during the current year. n secondary English, team teaching is under observation. Geography The Form Jll course issued to all schools last year is being amended, and the Form and the Form courses are being revised as a result of surveys and further information and experience. History A plan for devising a four-year course for high schools is being followed. New courses were introduced into Forms and last year, while courses for Forms ll and V are on trial in pilot schools. Primary Mathematics The in-service training staff has made thirteen country visits during which forty-two conferences were conducted. n the metropolitan area 96 one-day and two-day conferences were conducted, involving 5,800 teachers. Many individual city schools have also been assisted. A developmental edition of the Primary Mathematics Course, Sections A-, is at present in the hands of the printer. The Branch continues to supervise the implementation of the course in twenty trial classes. Further assistance has been provided in the preparation of the ndividual Mathematics Program kit. The Branch has been involved (in an advisory capacity) in the preparation of material for primary school mathematics educational television. Secondary Mathematics Discussion groups at forty centres in which Form mathematics teachers participate have been continued. A two-day conference on Form mathematics was held at Monash University and approximately,000 teachers attended. n a consultative and advisory capacity, the Branch has also assisted with telecast 'mathematics lessons and the revision of the technical schools mathematics curriculum. n addition, textbooks have been reviewed and evaluated and the value of programmed instruction has been assessed. Physical Education Curriculum development in physical education is in progress. A primary revision committee has been set up. Trial programs for gymnastics have been distributed to 5 classes, while those for ball handling and athletics are in an advanced stage of preparation. Science The development of a course in primary science and of teachers' guides is proceeding. Courses for the infant school are nearing completion, and those for Grades ll-v will follow within a few months. n the secondary field, some trials of Nuffield Science material are planned for later this year. Many requests for assistance with courses, programmed instruction, and other aids have been answered. The section has also co-operated with the junior secondary science evaluation panel. A committee set up in late 966 to consider possible revision of the technical schools science course has met weekly. Social Studies A primary revs0n committee has been set up to consider the place of social studies in the curriculum and to draw up a course. Assistance has been given to secondary geography and history committees. RESEARCH PROJECTS Spelling Trial.-Words in a basic 350-word list are being arranged in order of difficulty. words are now being taught in trial classes. " School Paper " Survey.-A questionnaire has been circulated to a random stratified sample of 600 teachers in registered and Departmental schools. Lecture-Tutorial System at R.M.l.T.-The effectiveness of the lecture-tutorial system used by the Accountancy Department is being investigated. Secondary Health Course.-The Report to the Standing Committee on Health has been completed. Processing of the huge volume of data necessitated the use of electronic data processing. A report on teacher-preparation for teaching the health course has been drawn up. Transition from Primary to Secondary Schools.-A report has been prepared on problems confronting children in the period of transition. New Methods; ntelligence Tests.-Much attention has been given to recent trends in the teaching of science and reading and to the validity of certain intelligence tests. The

12 NFORMATON SERVCES The information section has continued to answer many inquiries on curriculum and educational research. The Curriculum and Research Bulletin reaches all Government schools and many registered schools. Regular information circulars are distributed to district inspectors, teachers' colleges, and secondary and technical schools. Within the Branch a highly specialized library of current periodicals and reference books is being developed. The gathering of material relating to curriculum development and classroom practice continues. The Branch continues to co-operate with the A.C.E.R. in the annual primary schools testing program. Education of Backward Children There are three major areas of responsibility in this field of work. First, there are day or institutional special schools for mentally handicapped children. Secondly, educationally backward children are helped by the provision of special services such as remedial centres, opportunity /remedial centres, and opportunity grades. The final category caters for children who are not primarily backward either mentally or educationally but who are socially handicapped or have suffered cultural deprivation. Usually after police action in the Children's Courts, and in conjunction with the Social Welfare Department, the former are placed in church institutions or the Social Adjustment Grade at Boundary Road, North Melbourne. Many of the culturally deprived are aborigines to whom special attention is given by the provision of carefully chosen teachers at Lake Tyers. During the period under review, progress has been made in each of the above categories. There are nine day special schools staffed by 30 teachers. The enrolment at these schools is 70, and there is a known current waiting list of 00 children. Plans are in hand for the opening of two new special schools, one at Broadmeadows with an enrolment of 0, and another at Geelong with an enrolment of 96. Sites have been, or are in the process of being, procured at St. Albans, Ferntree Gully, Dandenong, Paisley, Overport, and MacLeod. Ancillary services continue to be developed in the schools to include training in homecrafts, craftwork, job training, physical education, remedial reading, and speech. nstitutional special schools for a total enrolment of 350 mentally handicapped children with a staff of 47 teachers are at Kew, Travancore, Pleasant Creek, and Janefield. The referral rate for emotional behaviour problems has increased from 0 per cent in 957 to 9 8 per cent in the current year. Similar progress is reported in the provision for educationally backward children. With the implementation of the Remedial Education Committee's Report there has been a progressive reorganization of the services, which at present include 8 opportunity grades, 9 opportunity /remedial centres, and 3 remedial centres, which jointly handle 973 children of opportunity grade level, 34 remedial centre children, and 644 pupils in opportunity /remedial centres. Schools within institutions for the socially handicapped are at Royal Park, Tally Ho, Salvation Army Boys' Home (Box Hill), Ballarat, Glastonbury Orphanage, Winlaton, Allambie, Hillside, Malmsbury, Bayswater, and Pentridge. These schools cater for 83 students. Staffing for new facilities will be required in 968 at Langi Kal Kal and Ararat. n each of these fields, well-trained and carefully screened teachers are needed. Consequently, the former three months' course in special-school work has been discontinued and a twelve months' course at the Melbourne Teachers' College for the Trained Special Teacher's Certificate has been substituted. n some cases, this is an extension of the normal two-year training course. The course is also being undertaken by selected permanent teachers released for the purpose from their normal teaching duties. Education of Physically Handicapped Children At the beginning of 967, free courses of training were introduced for experienced teachers who wished to specialize in teaching handicapped children. Additional promotion positions provided by the special schools staffing schedule were filled as specially qualified teachers became available, and schools generally benefited from the increased training and maturity of staff and the increased stability of staffing arrangements. Following the introduction in 968 of the three-year course for the Diploma of Teaching (Primary), further changes in specialist training appear likely. As in previous years, steady increases continued in the numbers of staff employed and the numbers of pupils enrolled. At any one time during the year, over 00 teachers and teacher/speech therapists provided varied services for about 3,500 children. Marked changes in hospital school provisions appear likely to follow steady decreases in net enrolments and length of stay of pupils, and rationalization of hospital services generally. Enrolments in day special schools increased by 8 per cent, including increasing numbers of children handicapped by muscular dystrophy and post-accident injuries. Correspondence tuition and associated visiting teacher services continued to provide for homebound school children and children in other hospitals or institutions accepting school-age patients. Services for deaf children also continued to grow. Over the last fifteen years these services have increased markedly in complexity and diversity, and numbers of staff and pupils have also increased more than four-fold.

13 3 nitial steps were taken to extend help for partially sighted children in normal schools and in the Department's special school, where a specialized aids department is undertaking the design and supply of selected large-type material. During the period under review, 3,037 school pupils visited the Department's speech therapy centres (an increase of 55 patients from the previous year),,45 children were discharged, 57 were on temporary discharge, and,48 pupils were receiving treatment at the close of the year. Physically handicapped pupils (including deaf and partially sighted pupils) were transported to day special schools by the Education Department's Transport Branch, at a cost of $05,000. n approved cases the State Treasury continued to provide free passes for rail travel to enable residential pupils to return home at week-ends and for holidays. Migrant Education State and Commonwealth work together to provide a free language training service for adult migrants. The Department of mmigration supervises the program, decides policy, and meets costs. The Commonwealth Office of Education looks at research and development, prepares textbooks, teaching materials, radio scripts, and recordings of broadcast lessons, and advises the State. The State Education Department opens and supervises classes, appoints and trains teachers, enrols students, and distributes materials. Mr. R. P. McLellan is the Officer-in-Charge of the Migrant Education Branch and, in October, he attended an interstate conference of representatives of the mmigration Department, the Commonwealth Office of Education, and State Education Departments. Administrative officers are the Supervisor, an Organizer of Continuation Classes, and an Organizer of Correspondence Tuition. The staff consists of eleven correspondence tutors and eight clerical assistants. Six advisory teachers are responsible for the training of class instructors in the techniques of the situational method of teaching. Six area supervisors attend to class organization, classification of students, and general matters concerning centres. At the conclusion of the period under review, 333 classes were in operation-63 in the metropolitan area, 6 in the Geelong district, 0 in the Latrobe Valley, and 34 in various other country places. The effective enrolment in these classes was 5,400, a number slightly lower than that at the 30th of June 966. Special efforts to establish classes in factories have met with some success. Some experimental classes for apprentices have been opened and are proving both popular and valuable. Morning, afternoon, and evening classes at 440 Little Collins Street show increasing enrolments and continue to function most satisfactorily. Since the recent introduction of the Final English Test, l, 99 candidates have been awarded the certificate for proficiency in spoken and written English. n the field of correspondence tuition, a staff of eleven tutors directed the work of 4,83 students during the year. t is the custom for Greek and talian students to be given a series of preliminary lessons with explanations and directions in their native language. n an effort to minimize the rate of abandonment, pending a revision of the early lessons of the "New Course", "Old Course" lesson booklets continue to be used to prepare students for the steeply graded first lessons of the course proper. To give correspondence students some opportunity of hearing and practising progressively planned drills in pronunciation, rhythm, and structure (so readily available to students attending classes), lessons are broadcast daily. As many students are unable to listen to the early morning sessions, recordings of the broadcast lessons are available for purchase, at reduced rates, by bona fide correspondence students. The growing interest of many groups in the community merits acknowledgment. The Good Neighbour Council, the press, the Apprenticeship Commission, various colleges, banks, industrial concerns, schools, and municipal councils have all given worthwhile assistance to migrant education during the year. With the continued interest of all involved, prospects for the work of this Branch during the forthcoming year are bright. School Transport Services During the period under review, at a cost of $5,960,57, the Department provided transport services over a total of 59,596 miles daily for 59,0 pupils attending State and registered schools. This included,5 school buses and 7 subsidized rail services operating in country areas, 4 locally arranged and subsidized transport services in country areas, 57 services in the metropolitan area to schools for physically and mentally handicapped pupils, and 9 temporary bus services for emergency transport. Throughout the State, pupils attending State secondary and primary schools and registered schools received conveyance allowances totalling $979,03. The total cost of all school transport was $6,939,549, an increase of $59,33 on the cost last year. Welfare Work-Housing for Teachers Trends referred to in recent years as affecting the availability of housing in various country towns have continued. The greatest need for assistance to teachers has agaih occurred in the smaller towns, in some of which, such as Boort, Mortlake, and Beaufort, only the erection of additional residences can solve the problem. t has become more obvious that in towns having a population of above three thousand past action in providing residences has, with the exception of a small number of rapidly expanding towns, brought about reasonable stability in teachers' housing. During the period under review, 95 of the 37 teachers who lodged applications obtained Housing Commission accommodation, 65 of these occupying units vacated by other teachers. Satisfactory alternatives were arranged for most of the remainder. Three hundred and seven teachers now occupy Housing Commission units in 60 country towns and cities and the metropolitan area. Assistance is also given to single teachers needing accommodation and to teachers wishing to rent or purchase houses.

14 4 SPECAL ACTVTES Junior Red Cross The number of Junior Red Cross circles and clubs in Victoria is 477. Of these, 388 are established in Departmental schools, 49 in registered schools, and 40 are classed as "out of school". n the last twelve months, 44 new circles or clubs have commenced their activities, all but five of which are in Departmental schools. Though a precise estimate of the work done is difficult, it can be said that the service given by these young people is excellent, for example, in knitting children's garments and rugs, sewing cotton clothes for refugee and needy children in Asian countries, visiting old people's homes and hospitals, organizing money-raising functions, and making very attractive toys. $3,00 was raised for the 966 major project" Food for ndia", and $,9 is already in hand for the 967 objective" Landrover for Vietnam". A wide variety of goods, such as toys, books, school requisites, and clothing were sent to Nepal, Hong Kong, Pakistan, Afghanistan, Singapore, taly, Equador, PapuajNew Guinea, and Vietnam. Money for the purchase of powdered milk, children's clothing, toilet materials, first aid kits, stationery, and school requisites has also been dispatched to Singapore, Vietnam, the Congo, and New Guinea. Within Australia, help has been given to a needy family, and $730 was contributed for the relief of victims of the Tasmanian fire disaster. Certificates for proficiency in first aid, home nursing, and water safety were awarded to,566 children; hospitality has been provided for aboriginal children; one young Victorian will represent Australia at a Canadian conference; and several delegates attended the national forum in South Australia. The Victorian Director desires to thank district inspectors, heads and staff of schools, and teacher-leaders for their co-operation and encouragement in what has been a busy, interesting, and profitable year. The Gould League of Bird Lovers The League continues to attract many new members annually, and the 3,560 who joined last year bring the total since its inception in 909 to 80,74. Six hundred and seventy-four schools participated in the annual competitions conducted by the League. Ferntree Gully won the ngram Trophy for metropolitan schools, and the recipient of the Major Wilson trophy for country schools was Bairnsdale for the second successive year. The winning school for the H. N. Beck Memorial prize was Skipton, and the Leach Memorial Prize was again secured by the Salvation Army School at Bayswater. This coveted ~ward goes to the school that gains the greatest number of prizes in all sections of the competition. Three thousand children attended three field days at Eltham Park, and many similar excursions were held elsewhere throughout the State. Other activities followed the pattern of previous years. Teachers' college exit students were shown slides demonstrating the interdependence of birds, plants, and insects and were advised of the aims and activities of the League. llustrated lectures were given in 76 metropolitan and 73 country schools. naugurated last year, the new bi-monthly publication The Nature Trail now has a circulation of 6,000. ts contributed articles and observations include sections on bird-life and allied nature topics. The League is indebted to members of kindred organizations who have generously donated slides and photographs. Outstanding in this respect for many years has been Miss na Watson, nformation Officer of the Fisheries and Wildlife Department and a member of the Gould League Council. The League has benefited greatly from her co-operation, counsel, and vast knowledge of bird-life and hopes that her retirement at Portland will be a long and happy one. Gillies Bequest As decided at the Committee's last meeting in 965, the Gillies Bequest library has now been dispersed and the books have been distributed to selected schools in the greatest need of them. These included 83 primary, 7 high, and 6 technical schools, which received a total of 8,000 books. Those of no value for school purposes were donated to the Lord Mayor's Fund for pulping. No further meeting of the Committee will be held before the latter part of next year. Christmas Toy Appeal nitiated in 949 and continued annually during the last eighteen years, the Christmas Toy Appeal was again most successful. From 7 schools, 7,745 toys of excellent quality and workmanship were contributed, and $588 was donated by 36 schools. Since 949, 0,450 toys have been provided by school children as gifts for those less fortunately circumstanced. A feature of this year's effort has been the increasing number of schools that are contributing money, sometimes in lieu of, but usually in addition to, toys. While there is no substitute for the satisfaction to be derived from the making and presentation of a personal gift, the money received is enabling Legacy and " Carry On " to give additional assistance to families in need of it. Under the direction of Mr. Granrott and his staff, the toys were again most artistically displayed at the Applied Art Centre and the display was visited by admiring pupils from many metropolitan schools. ntroduced by the Chairman of the Appeal, Mr. R. P. McLellan, representatives of primary, secondary, and technical schools took part in an official handing-over ceremony in November. Expressing their appreciation of the work of the schools, the Presidents of Legacy and " Carry On " referred to the incentive which this provided for increased effort in helping dependants of deceased and incapacitated ex-servicemen. Surplus toys were again distributed to welfare organizations for children, and the ensuing warm letters of appreciation indicated the continuing need for this work.

15 Education Week 5 The basic arrangements for Education Week on a State-wide basis were again the responsibility of the Education Week Observance Committee. The Assistant Director is chairman of this committee, which consists of representatives of a wide variety of organizations, including those from the fields of industry and non-state education at all levels. On this committee devolve decisions such as the date and the theme of the observance, the nature and the extent of the publicity, and arrangements for implementing these decisions. Early in August, 550,000 leaflets and 8,000 posters were distributed to,64 State primary, secondary, and technical schools and teachers' colleges, 55 kindergartens, and pre-school centres throughout the State. Recordings of Education Week messages from the Minister and the Director were dispatched to the 3 centres that requested them. On commercial radio and television stations, 8 speakers were used during Education Week in 4 radio and TV sessions and time was made available by six organizations. National stations arranged for the broadcasting of the official opening of the week, the official church service, and four sessions on topics related to the observance. n addition, the Council for Christian Education in Schools published and distributed,500 posters, 70,000 leaflets on the place of religion in education, and 55,000 copies of an Order of Service for use in schools. A Post Office cancellation stamp-" Education Week-Visit your Schools "-and the display of Education Week flags on over 600 trams helped to remind city and suburban dwellers of the observance. Throughout the State, schools accepted the challenge of the need for variety by the addition of many interesting features. n the city, the most notable advance was the publication of an Education Week supplement by a leading Melbourne newspaper. An interesting aspect of the observance was the changed attitude of parents. No longer are they content simply to be entertained. During the last decade, parents have become more knowledgeable and discerning and are ready and often eager to participate in discussions and activities. Many schools have therefore found that the most popular and effective Open Day arrangement consists of a modified adherence to the normal time-table. One problem to which increasing attention is being given is the need to correlate the aims of Education Week with those of parent-teacher meetings. Another concerns the language barrier for parents of migrant children from European countries and the consequent difficulty of inducing them to visit the schools. Reporting on the activities of the week, district inspectors stressed the extent to which the success of the observance has resulted from the energy and the whole-hearted co-operation of the teachers. t was apparent, however, that, by their zeal, co-operation with district bodies, and capacity to organize, the district inspectors in turn gave an inspiring lead and demonstrated in a convincing manner their faith in the importance of the occasion. On one point there is general agreement, namely, that Education Week continues to provide an invaluable link between the school and the community. State Savings Bank The,3 school banks now operating in Departmental schools represent a net increase of nine on the number last year. An additional 5,5 depositors bring the total to 56,95 State school pupils with State Savings Bank accounts. Their combined deposits total $7,763,930. The 69,384 depositors in registered schools have a credit balance of $707,550 in 337 banks. The 563 school banks which closed temporarily or permanently during the year involved 8,769 accounts and a sum of $9,79. The increase of $386,99 in the aggregate savings of State school pupils indicates the part which this activity continues to play in the development of frugal habits and wise spending. Schools' Relief Committee The volume of requests from primary and post-primary schools for gifts of clothing and footwear again resulted in the provision of assistance to an increased number of under-privileged children during the year. Of the,479 pupils who benefited from this distribution, 9,479 were in primary and 500 in post-primary schools. The wholesale value of the parcels has been assessed at $36,065. t is obvious that, without the support of the schools, the Committee could not function. The $3,739 received in donations from school social service leagues was an increase of $,90 on the amount obtained from this source last year. n addition, $4,96 was realized from rag salvage collections in schools, $638 more than in The executive officer continues to assist the Ministering Children's League in arranging Queenscliff seaside holiday visits for metropolitan and country children. The Committee again expresses its thanks to executive officers of the Department and to the heads staff, and pupils of schools for their constant support and continuing generosity. '

16 Social Service Leagues 6 The following table gives details of funds raised by school social service leagues during the last financial year:- Estimated Value Type of Appeal or Charity Cash Donations of Goods Totals Donated $ $ $ Hospitals 6,984 3,45 86,409 State Schools' Relief Committee 3,705,904 5,609 Handicapped Children 36,94,643 37,937 Red Cross 5,377,5 6,889 Other Appeals.,390,960 33,350 Totals 39,750 50,444 90,94 This includes 40,43 dozen eggs valued at $,653. As well as making these contributions in cash and goods, social service league members engaged in other activities such as visits to homes and hospitals and assistance in community projects. They also collected donations of other goods, the monetary value of which could not be determined. Retirements RETREMENTS Teachers AND DEATHS The following teachers, all with very good Departmental records, completed their service during the year ended the 30th of June 967 :- Men Alexander Aldridge, Albert J. Anderson, Jack W. Anson, Leslie J. Barlow, Harold Barraclough, George V. Bergin, Thomas L. Berridge, Clifford J. Bevan, Daniel Bowman, William F. Caddy, Henry L. Cations, John M. Chambers, Kenneth J. Charles, James D. Cheetham, James C. P. Christopher, Ernest G. Clarke, Stanley T. Clough, Albert E. Collins, Matthew J. Corcoran, Ballantine Cottier, Archibald S. R. Coutts, Kenneth A. Crow, John H. Crowther, Harry Crook, Bernard L. Culhane, John L. Davies, William E. J. Doolan, James Douglas, George Downing, Thomas Duke, Matthew Egan, James Ellis, Harry L. Ellson, Frederick G. Ely, William W. Exell, Francis T. Fargher, Edward Feder, Harry E. Finlayson, William P. Fisher, William Flanagan, Dick Franklin, Leo J. Gallaugher, David M. Gault, Dr. Benno Gerstmann, George E. Gilligan, William J. Gilson, Robert G. Gowan, William C. Groves, Edward H. Grundy, Frank A. Hall, Leo B. Halpin, Alfred J. Harriott, John F. Heffernan, Harold E. Henry, Robert H. Hill, Thomas Hogan, Harry G. Honey, George F. Howman, George E. Hullett, Roy A. uel-wilkinson, Reginald J. Jackman, Henry S. Jenkin, William V. Jenkin, William H. Jobling, Horace E. L. Jones, Robert J. Keddie, William D. Kelleher, James W. Kershaw, Thomas N. Knight, Joseph G. Langton, John Lowrie, Allan G. Mackie, Stewart Malloch, Charles E. Millott, Harold J. Moy, Arnold A. Munden, Robert J. Murphy, William McConnell, Colin G. MacKenzie, Kenneth G. MacKenzie, Murdoch McLennan, Cardwell D. J. McQuillan, Keith B. Nelson, Norman J. Neylan, Albert E. Norman, William E. O'Brien, Michael C. O'Connell, John L. O'Leary, William H. Pace, James E. Pask, Reginald Paynter, Reginald G. Perry, Carol W. Petterson, John M. S. Pike, Kenneth R. Potter, Stanley G. Powell, Henry C. Puddephatt, Laurence Rae, Frank Robbins, John F. Roberts, John H. Roberts, Joseph D. Robinson, Waiter Robson, Donald H. Rogers, Tullibardine Russell, Peter Rutherford, Robert M. Serjeant, Edmond P. Seymour, Johann E. Schier, Arthur F. Sheldon, Bryan J. Slattery, Leslie G. Smith, Ernest Soderstrom, Waiter W. Spears, Gordon E. Sporn, Eric Spriggins, Clifford J. Stevens, Justin H. Stevens, James A. Stewart, Harry A. Stride, John E. Sturts, Harry Surman, an F. Tamango, Henry S. Taylor, Vincent Taylor, Frank G. Terrill, William H. Thompson, Arthur H. Tinney, Vincent J. D. Tippett, John Trainor, Ernest R. Treadwell, Cecil C. Trounson, Percival Van Every, Daniel Vaughan, Albert W. Wallace, David P. Walsh, Thomas G. Wasley, Raymond W. Williams, Lionel F. Wilson, Edward S. Wright. Women Mrs. Olive G. Ablett, Mrs. May Alien, Mrs. Margaret W. Amy, Mrs. Ruby E. Andrews, Mrs. Annie E. Antonoff, Freda Baggaley, Marjorie. Banks, Jeannie McL. Barton, Mrs. Sandra M. Beamish, Beryl M. Beaven, Mrs. Helen R. Beer, Laura M. Belletich, Faye L. Bendall, Mrs. Helen F. Bickerton, Annie E. Blair, Mary Blyth, Naureen J. Bolwell, Grace M. Bowker, Dorothy R. Brennan, Clarice A. Brown, Mrs. da Buncle, Mrs. Evelyn M. D. Burnett, Muriel J. Burton, Mrs. Eileen F. Cameron, Coral L. Campbell, Mrs. Ellen Campbell, sa. Carey, Sarah Carroll, Ada E. Cathie, Mrs. Pearl M. 0. Chapman, Mrs. rene L. Clarke, Ursula M. Clinton, Kathleen M. Conway, Ellen M. Cooke, Winifred L. Cotes, Mrs. Sarah A. Cox, Jessie Cragg, Mrs. Dorcas A. Craig, Mrs. rene M. Cronin, Mary. Cuddihy, Mary B. Davey, Mrs. Dorothy C. Davison, Susanna Devlin, Mary G. Dooley, Margaret M. Dudley, Mrs. Alice M. Dunstan, Mrs. Alice Edgar, Mrs. Sylvia H. Edwards, sabella S. Ellis, rene M. Evans, Mrs. Alvie M. Fairhall, Mary A. Fidge, Mrs. Joan T. Fox, Ruby. Fox, Ethel E. Gallacher, Mrs. Mary Galley,

17 7 Mrs. Daisy Gibbs, Mrs. Elizabeth S. Goodman, Jean M. Grant, Mabel M. Greer, Mrs. Ruth Griffiths, Mrs. Adah 0. Guthrie, Mrs. Dorothy L. Hammond, Nellie C. Harkness, Mrs. Alice M. Harris, Mrs. Georgina E. Hayhoe, Mrs. Eveline M. Henshall, Eileen Hiatt, vy E. Hollow, Janet A. Houston, Mrs. Monica M. Howard, Margaret McL. Jenkins, Ella B. Jones, Marion Jones, Kathleen E. Kewin, Maxene S. King, Elsie E. Kirk, Mrs. Margaret J. J. Lacey, Mrs. Thelma Laity, Marie V. Landt, Ellen A. Loftus, Doris M. Long, Mrs. Amy L. Malcolm, Mabel F. Malcolm, Gwendoline Marrows, Mavis Martindale, Mrs. Lavinia V. Mason, Mary E. Mason, Hilda A. A. Mayhew, Mrs. Thelma Menzel, Mrs. Veronica M. Mills, Jessie K. Mitchell, Mona M. Montgomery, Elizabeth D. Moore, Laurel L. Murray, Margaret R. McCarter, Mrs. Kay M. McClure, Hilda McConville, Mrs. Gladys M. McDonald, Mrs. Susan McGregor, Mrs. Helen L. McKenzie, Mrs. Hilda R. McLachlan, Mrs. Catherine McG. McLennan, Helen A. McLeod, Mrs. Mavis McLeod, Mrs. Dorothy Newton, Mrs. lsabel K. Nicholson, Attracta O'Brien, Mrs. Frances A. O'Brien, Catherine V. O'Donahue, Mrs. Ellenor O'Donnell, Sheila M. O'Keefe, Mrs. Madeline Oldham, Catherine Q. Palmer, Rhoda M. Parker, Mrs. Victoria B. J. Pearce, Laura A. Pengilley, Mrs. Louise H. Porker, Mrs. Gertrude M. Priestley, Vera R. Rasmussen, Florence M. Reid, Alice M.. Renshaw, Elsie M. Ruby, Myrtle Ruby, Mrs. Mary E. Ryan, Mrs. Muriel G. M. Sadler, Alma M. Salvana, Winifred Seers, Kathleen M. Scarfe, Alexandra Shadrin, Doris A. Short, Lotus Silvester, Mrs. Marjorie Sinclair, Evalyne F. Smith, Olive M. Smith, Mrs. Lorna M. Stent, Mrs. Ada M. Stewart, Mrs. Dorothy G. Sutherland, Frances A. Tighe, Mrs. Ellen K. Trigg, Mrs. Edna Truebridge, Mrs. Estella A. Tumbull, Mrs. Rachel E. Vincent, Mrs. Lucy M. Watts, Mrs. Ellen E. Webb, Mrs. Clare E. Wilksch, Blanch Wilson, Mrs. Olive Wilson, Mrs. vy D. Wordsworth. Deaths Men The following teachers died during the year ended the 30th of June 967 :- Kenneth M. Abbott, Charles H. Arnold, Charles C. Banks, Louis Betello, Robert J. Bretherton, Robert 0. Brewer, Ronald H. Castleton, Harry E. Castree, Raymond Channon, Thomas A. J. Cherry, McDonald S. W. Corstorphin, Marcus L. Daffey, Ronald S. Davis, Marian L. de Colda, Peter E. Dinsdale, Arthur E. Farrant, Donald W. French, Edward R. Gardner, John D. Green, David Griffiths, Robert S. Hall, Noel J. Healy, Leslie W. Herricks, Leslie M. James, Robin Johnson, Eric W. Kenneady, Henry W. Lahy, Charles S. Latimer, Frank M. Lee, Dudley A. Merritt, John A. Mullins, Gerard V. McArdle, Graeme D. MacBean, Keith S. MacKenzie, Albert H. McMaster, Leslie F. Parker, Raymond J. Potter, John D. Quinn, Herbert Rowe, Stephen Ryan, Jeffery J. Scarfe, Thomas Street, Malcolm L. Stokes, William R. Tippett, lan R. Walker, Alexander H. Wells, Dr. Felix Wolf. Women Mavis V. Baird, Helen R. Barnes, Pamela Beste, Mrs. Clemency K. Clissold, Mrs. Breezie B. Ebert, Freda Feldworm, Jennifer M. Fiske, Catherine M. Gibson, Mrs. Beverley A. Hider, Susan R. Johnson, Mavis H. Jones, Judith Minus, Carol E. Morgan, Elizabeth McDonald, Mrs. Catherine Parker, Mrs. Nina E. Rawlings, Pearlis R. Tily, Sally A. Watmuff, Mrs. Jeanne Willis. Retirements Administrative and Professional Staffs Men Charles L. Barker (Lecturer, Bendigo Teachers' College); Albert C. Birch (Vice-Principal, Toorak Teachers' College); Eric R. Boyd (Attendance Officer, Mentone District); Robert Blackburne (District nspector of Primary Schools); Carlisle B. Bryan (District nspector of Primary Schools); Harold R. Clark (Messenger, Melbourne Teachers' College); John Collings (Visual Education Branch); John M. Crosthwaite (District nspector of Primary Schools); Edward G. Felstead (Chief Clerk and Training and Methods Officer); Kenneth J. Huggard (Attendance Officer, Box Hill District). Women Jessie C. Burnett (Lecturer, Bendigo Teachers' College); Olive M. Gibbs (Typist, Correspondence School, on loan to the Department of Labour and ndustry); Mrs. Mary J. Moran (Typist, Burwood Teachers' College). Deaths Men Robert A. Hilton (Attendance Officer, Heidelberg District). LNDSAY HAMLTON SMPSON THOMPSON, Minister of Education. 070/68.-

18 ~---~--~ --~-~- 8 STATSTCAL STATEMENT A. Enrolments (Census figures at st August) ; Primary Grades Primary Grades V and V Year to V Post-primary Total-Primary Secondary. Junior Technical Total-All Schools Consolidated Schools ,083, 308,94 09,384 39,04 456, ,345,770 33,5 6,887 39,84 469, ,389,64 39,003 3,709 43, , ,54,666 35,80 3,506 46, , ,88, ,734 36,76 49,36 53, ,908,33 347,4 4,668 5,47 540,8 B. Members of Teaching Service (Numbers on 3st March each year unless otherwise stated) Classified Temporary Students in Student Teachers Year and Sewing Professional Teachers Teachers Training Total Mistresses Officers 96 6,65 3,006 6, , ,968 3,35 7, , ,98 3,08 7, , ,493 3,49 7, , ,456 3,795 8, ,58 967,,,446 4,38 9, ,7 (Note.-College students doing extended courses are not included as classified teachers.) C. Students in Colleges (Numbers on 3st March each year) Entrants to College Year Primary Secondary Technical Total Courses-Primary, Secondary, Technical 96 3,567, ,706 96, ,578, ,4 963, ,575 3, ,8 964, ,56 3, , , ,85 3,838,09 8, , ,09 4,460,09 9, ,786 D. Number of Students who Completed Training in and an Estimate for 967 Year Primary 96, , , ,35 966, ,65* Secondary Technical * 8 Total,49,099,95,39,48,8 t is estimated that after the allocation of extended studentships,60 students will commence as permanent teachers in February t is expected that about 00 students will receive extended student hips. E. Classrooms Provided for Primary, Secondary, and Junior Technical Schools (Financial year) , , , F. Transport-Free Bus Services,063, Financial Year Bus Services Pupils Conveyed Cost ~ ,077,30,85,33,6,309,350 48,67 50,000 5,064 5,60 54,467 58,56 59,0,077,64,53,753,68,99,799,647 3,007,609 $6,40,6 $6,939,549 ~~~ ~~---~

19 9 REPORT ON PRMARY EDUCATON By R. P. McLELLAN, B.A., B.Eo., M.A.C.E., Acting Director of Primary Education A. General Survey The previous annual report, for the period , outlined the developments arising from new concepts in primary education and the emphasis being given to meeting the needs of the individual child. These developments have progressed with pleasing success. During the period under review much attention has been given to an examination of the administrative and management structures in relation to the achievement of the stated aims of primary education. t is considered that administration and management should facilitate all worthwhile efforts to meet the needs of the individual child in the classroom. n this regard investigation is being made into the desirability of placing special services and branches (such as Psychology and Guidance, speech therapy, the education of the physically and the intellectually handicapped, the deaf, and the partially sighted, as well as other services) under the control of a Superintendent or Director of Special Services. Since their inception these special services have continued to remain under the control and direction of the primary administration. Consideration is also being given to aspects of the decentralization of authority from the central administration to staff and district inspectors and to head teachers. The roles of these officers have been under examination for some time through direct inquiry, conferences, and seminars. Emphasis is being given to the advisory and consultative roles of the inspector, and inquiry is being made into improved methods of the evaluation of teacher ability. n consultation with inspectors and head teaclers, investigation is being made concerning the provision of training in education administration, supervision, and leadership in curriculum development for those teachers who wish to accept the responsibilities of heads of schools. A corollary to this investigation is an inquiry into the present methods and content of teachers' examinations and qualifications for promotion. The desirability of introducing a three-year course of training for primary teachers has been examined by a special committee. t is anticipated that tllis three-year course will be introduced in 968. t is considered that head teachers should devote the maximum of time on professional duties in. the management and direction of their schools. n order to allow bead teachers to do this, it is proposed to employ part-time clerical assistants in all Special Class training schools in 968 as a commencement of this project. A Grade at Work with an S.R.A. Reading Laboratory

20 0 The needs of migrant pupils in all types of schools are receiving special attention, and plans are being formulated to provide improved facilities to meet these needs. The recommendations of the special committee which inquired into all aspects of remedial education are being progressively implemented and, where appropriate, use will be made of these recommendations in assisting migrant pupils. Plans are being made for the introduction of an improved staffing schedule for primary schools to commence in August 967. The present teacher-pupil ratio of teacher to 40 pupils will be improved to teacher to 35 pupils. The complete implementation of this new schedule will be dependent mainly on the provision of additional classrooms. Planning for the provision of new primary schools and school sites is being systematically implemented. Close attention is being given to the improvement of school design to meet the needs of modern developments in curricular requirements. The design of school furniture is also under continual review. Attention is also being given to the special needs of long-established inner suburban schools. influx of migrants and the restricted school sites present problems which require urgent attention. The nstruction and School Progress Reports from staff inspectors and district inspectors throughout the State indicate that standards of instruction are being maintained at a high level. Tribute is paid to teachers and parent organizations for the enthusiastic and willing assistance given to schools to create pleasing educational environments for the pupils. Head teachers of schools are being encouraged to formulate progressive school policies with definite objectives allied to local requirements. nspectors, generally, state that initiative is well in evidence in school organization. n the larger schools effective use is being made of the special abilities of members of staff. mproved methods of evaluating the pupils' progress are being used. Much is being done to interest parents in the education of their children. t is pleasing to record the co-operation that exists between the home and the school in all parts of the State. Modern methods of instruction in subject development are general features of primary education. Pupils are being encouraged to be active participants in the learning process. Experiments in teaching procedures are also encouraged. Special procedures are placed under the direction of the Curriculum and Research Branch in consultation with inspectors, teachers, and parents. Examples of the special experiments are the nitial Teaching Alphabet, Words in Colour, and projects in mathematics and English. nspectors as well as teachers emphasize the importance of libraries in schools and comment favourably on the support given by parents in the provision of books and material. Praise is also given to parents for the assistance rendered in providing school equipment and playground improvements. Workshop in Audio-visual Aids at Wangaratta Centre