Page 924 - Week 04 - Tuesday, 27 March 1990
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science or, even when they do see the relevance, they are turned off by the traditional male-centred content and teaching styles. Addressing this was the establishment of gender equity perspectives as an integral part of all curriculum frameworks, covering the content and process of all course work. In addition, in 1989 the ACT Schools Accrediting Agency endorsed the need for the evaluation of gender participation in its course accreditation guidelines.
Another project undertaken by the department was the start of a longitudinal study on enrolment trends by gender in selected subjects at college level. This is to find ways in which to encourage girls to undertake higher science and technology courses.
It is recognised that the social pressures which lead to these choices affect students from early childhood. These influences are being addressed in curriculum development from as early as primary school through participation in the CSIRO Double Helix Science Club and, in collaboration with the University of Canberra and the ACT Institute of TAFE, the development of science in-service programs for primary teachers.
On tonight's news during the break there was an article showing the ACT Chief Education Officer and the Dean of the Faculty of Education of Canberra University signing an agreement called PECSTEP which is the primary and early childhood science and technology education project, an in-service program for primary and early childhood teachers in science and technology. It is concerned with increasing the participation and achievement in science and technology of girls and boys by increasing the number of early childhood and primary school teachers who are effective science teachers, which I consider to be a very good step forward.
The department also supports school participation in the family maths project, Australia. Under this project schools organise family maths nights which use hands-on techniques to make maths fun and appealing.
At high school level schools participate in career conferences for girls, at which students are able to attend workshops introducing them to non-traditional employment areas with professional women as tutors. As a result of computerising the department's work experience database, it has been able to identify an increase in the number of girls participating in the work experience program and a growing tendency for girls to choose work experience in non-traditional areas. The results of the "Leaving School in the ACT" report showed that for over 30 per cent of female students work experience played an important part in their subject decisions for further education.
The Department of Education has also shown its commitment to the equal participation of women in society and the
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