Page 420 - Week 02 - Wednesday, 21 February 1990
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number of Asian language teachers in our public schools. The authority and what has become the University of Canberra have devised a special program in language methodology for teachers who are already fluent in a major Asian language. In this they have been assisted with funding from the Asian Studies Council. Members will be aware that reference to the teaching of languages, being a high priority for this Government, is made in our education policy. I have already announced a number of things that touch on that policy, including an expansion of the French-English program at Telopea Park School which Dr Kinloch and I were fortunate to visit this morning. That program has been extended to Narrabundah College, so there is a complete French-English program from preschool to the end of secondary schooling.
In conclusion, Mr Speaker, it is fitting to consider, as the report does, some of the ways in which ACT schools can respond to and use the challenges of self-government which are still new to us in this unique Australian city State. First of all, schools can take advantage of the national function that surrounds us in the ACT by guiding students to an understanding of how and why Australians formed Federal government, why Canberra was created and how it draws together State and Commonwealth governments. It is our opportunity to promote knowledge of Australia's national political structure and philosophies. All political groups in the community have said that they wish to see this vital knowledge spread throughout Australian school systems, and we are uniquely placed for that.
In recognising the national function which this Territory exists to serve, our students can also be helped towards an understanding of the circumstances and contexts in which the study of foreign languages can advance their careers and their understanding of Australia's national roles and responsibilities.
Lastly, in relation to the regional setting to which members of all political persuasions in this Assembly have been giving increased attention, the report suggests, and so do I, that our schools should consider offering enhanced rural studies, including the commendable agricultural courses already available. Tertiary entry would be the goal of some students, leading to careers in primary industry. However, given our situation in this part of Australia and the services which we can exchange for it with mutual advancement, the broad aim of school-level rural education could be to give more of our students confidence in their ability to work in a rural environment.
In summary, this report concerns itself with a highly interesting, historic period in the growth of the responsibility and self-reliance of the ACT Schools Authority. It also looks forward to the results of the assumption of adulthood by the new Department of Education. I commend the report to the Assembly. I present the following paper:
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