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Secondary Education in Tasmania


Academic year: 2023

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This group was excellently supported by three deputy principals who worked in the schools while the Secondary Education Survey was being completed, by those in. schools who provided time and information and by many inside and outside the education department who prepared documents for the committee. The committee will be surprised if this happens, as the recent experience of schools has been used extensively during the study. The committee has responded to what it believes is the wishes of schools by setting the boundaries of the school's autonomy.

Of particular concern to the committee was the development of structural unemployment, which affects young people the most.


To enable students to understand the world of work and guide their entry into it. Providing an understanding of the physical environment and human physical development, abilities and needs. That misunderstandings occur in matters such as this suggests that this is one of the purposes of secondary education.

The Committee has not compiled this statement of the aims of secondary education merely as an academic exercise.


The view of the Committee is that each school should make use of as many opinions as it can accept so that it can evaluate its l f and its program and determine where improvements can be made.



Schools should accept a r e s p o n s i b i l i t y t o e n r o l all e l i g i b l e students from the zones they now serve and should admit other e p p l i c a n ts up to the enrollment set by the education department. In recent years, community involvement in n schools has emerged as a major issue in the a u s r a l i n education, and one where t e n s i o n between teachers and some parents and other members of society has been evident. the school and society and has suggested t h a t : Several factors lie behind the increased. The committee considers that the resources and faculty made available by the Education Department should not be seen in relation to the limits of the school programme.

The evidence provided by the Committee suggests that the main result of outdoor education is improved relationships between teachers and students.

It opens up ideas about the school to make more use of the resources available. the community and the community that uses the resources of the schools r e a t . The maintenance of rural communities, the development of i n i t i a t i v e s t o a s s i s t . unemployed young people and the development of new neighborhoods are problems that can be in s t a n c e d . In the first example, the Committee is aware of the input taken by the Housing Department. With new developments such as.

EDUCATION AND DISADVANTAGE Disadvantage and the School

The Committee wishes to emphasize the value of the approaches developed and funded by the A U s t r a l i a n Schools Commission, but recognizes that the major r e s p o n s i b i l i t y f o r a s s i s t i n g disadvantaged groups remains with State Departments. by the CENRA Committee in Tasmania, f o r the country of origin is necessary. Despite the sentiments expressed in the preceding paragraphs, the committee agrees that it must address itself to c o n t i s e r e r e d u c a t i o n a l resources in country areas. In t h i respect the Education Department is i .. 58) The committee supports both approaches and praises i n i t i a t i v e s such as the Education Department's fi n a n c i a l support for the "Theatre in Education" group.

Evidence presented to the committee showed that both men and women in our society are disadvantaged by sexism, but women are more severely disabled.


As a result, we now see in Tasmania that schools need to be informed about the student's later experience and to reduce the problems with the residence. There seems to the Committee a very great danger of confusion between the particular problems connected with unemployment among young people and the longer-term problems connected with the t r a n s - i t i n between science and work. There is one fundamental aspect of the subject that the Committee wishes to express. students or i f the n a t u r e of some works is degrading.

The Committee is concerned about the long-term effects of unemployment on the individuals concerned and our community as a whole. The Committee welcomes the initiatives currently underway to develop support. structure for young unemployed people in Tasmania and strongly supports the allocation of resources that the education system allocates to these initiatives. However, the Committee believes that reduced measures are not the main response to this. the education system can change the current situation. Many of these are out of jurisdiction. education for young people after the end of compulsory education. be v a i l a b l e when economic growth resumes.

The Committee believes that pupils and teachers should see a pupil's desire to leave before the end of Year 10 as a danger signal and should be aware of the likely consequences for those who leave early. However, the Committee sees any exemption as a sign that it is in d i v i d u a l i s a t r i s a t r i s k and supports such a policy only on the basis of two assumptions:. Part of this relevance is the attainment of a basic literacy competence, but the committee is unwilling to accept that all students must be brought up to a predetermined level before they can leave.

The committee accepts the position that t an. the boundary between schooling and later experience. coordinated, any transition problems are likely to be exacerbated. The committee sees career education and the development of basic skills as part of the overall education process and in general.



The committee considers the ind i c a t i on and student-centered approach to teaching as poles of a continuum of teaching techniques available in a school.


The Committee considers that such views are not only goals of education, but also terms of modern work requirements. Finally, the Committee recognizes that schools need to be more informed about the world of work and the work that students enter. The committee doubts whether the new worker, who is passive and unquestioning, will also be prepared to e rc i s e i n i t i a t i v e and demonstrate adaptation.

I also doubt that i f s u b j e c t i n g the students for more exercises in the basics that will raise the l e v e l of competence or be able to educate the students. Recommendations for career education are accepted and should be a gradual increase in awareness of the world of work as secondary education.


In this respect the Committee attaches great importance to the following evidence from the Superintendent of English in the Department of Education:. The Committee also wishes to note its support for the Mathematics Achievement Standards Monitoring Program. The Committee does not wish to support such a proposal at this stage, but suggests that schools should discuss the proposal.

It is the Committee's view that topics such as environmental education can and should be developed within the framework of the general. Students should be encouraged to. there is no need here to do more than review the high school recommendations that the Secondary Education Committee has considered. With this, the Committee wants to emphasize that it is not in favor of maintaining the s t a t u s quo with. recommendations of the Arts Education working group.

On the basis of the evidence submitted to it, the Committee has issued a special opinion on the place of music in secondary education. The committee would like to emphasize that it sees the most important need in the field of music for an improved range of teachers. Throughout the course of its work and in this report, the Secondary Education Committee has not attempted to set guidelines on the place of religious instruction in Tasmanian secondary schools. teaching moral and ethical questions in secondary schools. between moral education and religious education seems inescapable until the TEND committee has provided.

On the contrary, the Commission for Secondary Education considers t h a t h i s is an area where schools can take i n i t i a t i v e and develop an approach of their own. The Commission is concerned about the nature of the current school assessment program in the education of many teachers for the purposes of which assessment is a r r e d o u t .




The Committee is of the opinion that the view of the school developed in the report makes it possible to envisage secondary schools which are smaller than most high schools currently are. The Committee agrees with those a u t h o r i t i o ns which it does not consider necessary for such a wide range of courses. There is a growing acceptance that there are many resources, both physical and human, from the school that can be drawn upon.


An overwhelming body of evidence to* the committee supported the view of the development of healthy personal relationships between teacher and student. A particular proposal put forward to the committee was that an exchange of teachers working with pupils in 6th and 7th years should be organised. The committee supports the establishment of pilot programs for such an exchange of teachers over a full year or for a shorter time.

This view of school rules and the relationship between teacher and student should be seen in. A major concern was the rise of a f o r m a l suspension system, which appeared to be in the scope of regulations made under.


I recommend that schools set aside a time during the week where the teacher can discuss with individual students the work they have done in the previous week and the work they plan to do.


In view of the importance of pastoral care and its dependence on the competence and enthusiasm of doctors, the committee considers that it should have a high,. In response to the committee's investigation of youth education in years 7 and 8, they had heterogeneous groups for p a s to r a l - c a r and educational purposes in years 7 and 8. The committee believes that it should s a t i o n on whole-class groups, streamed according to performance and u n d e r t a k i n g year-long courses.


The committee considers that it is important that the program for talented children is determined by the need to ensure a balanced development that meets the requirements for secondary education. The important consequence is that these teachers must be aware of the problems with immigrant children and be prepared to deal with them.


From the research conducted for the committee, it appears that students seek such offers:. strong support from the study of student development. For example, students wanted to be involved. The committee considers that it is necessary for teachers to uncover the areas where students are able to exercise a role. Not working at school is not a choice that students should have. , and they don't expect that either. The committee considers the development of the capacity to make sensible choices to be very important. student in s en v e r y s i l f u l process and a very important one.

The teacher's respect and responsibility will be appreciated by the students, but the teacher should not expect too much success too quickly. In the survey commissioned by the committee, Year 10 students generally agreed. 73) Two-thirds of the students surveyed thought that the council should play an important role in the school. In light of these comments, the committee considers other aspects of student governance being developed in some schools to be valuable.

The committee would see the value of student government experiments as l y n g p r i m a r i l y in the field of personal and s o c i a l development of p u p i l s .


There are other areas in which the school has jurisdiction and some matters for teachers to decide for themselves.


W h i l e the Committee considers that the most t r a i n e e s should be allowed to take part in or parallel courses, it believes that the final courses should continue to be a v a l young people who decide to complete a course. a degree or diploma. This recommendation must be seen in the context of an increased f l e x i b i l i t y now expected of secondary teachers and of the r e s p o n s i b i l i t y of the system to apply to each school adequately. They i n c l u d e an understanding of adolescence and a knowledge of. language comprehension and an awareness of the types of classroom procedures that can be used for.

The committee believes that all teachers should be able to show young people how knowledge is organized and how to find it. The school library can take its rightful place in the secondary school only if young teachers develop a greater awareness of its full potential. This matter is considered so important that it is a mandatory element in all teacher preparation. The committee sees value in providing each student with a broad foundation in the coursework. In a society that is constantly changing and expanding. If knowledge is the norm, professionals must embark on a program of continuous development if they want to stay current. Language and reading development is strongly emphasized by the Committee.

In recent years there has been a growing awareness that the beginning teacher needs special support, both in terms of content and expected. The councilors of beginning teachers employed by the Department of Education recently summarized common problems they encountered and the committee drew on this valuable information. An arrangement that could see beginning teachers spend a week of the last trimester at the school of their first appointment was proposed by some beginning teachers.

The committee sees personal help from more experienced colleagues as the most important means of reducing uncertainty" and problems in i n i t i l . The committee wishes to recognize the attitude which the high schools have taken year by year. g load of beginning t e a c h e r s .


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