Page 3865 - Week 13 - Tuesday, 8 November 1994
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Availability of pre-schools for all four year olds was important to 87% of respondents across all groups (Figures 12 and 13). All teachers interviewed saw o as a positive feature.
Increased teaching load was largely negative (65 % of total respondents) and spread across all groups (Figures 14 and 15).
School based curriculum development was not generally supported (60% negative), with strongest support coming from students (Figures 16 and 17).
Separate colleges for Years 11 and 12 was strongly supported (72%) across all groups (Figures 18 and 19).
Ongoing teacher training was strongly supported (98%) (Figure 20).
Opinions were about evenly divided (48% negative: 43% positive) on the value of computer aided learning programs partly replacing teachers. This result should be interpreted cautiously as respondents reacted differently to emphasis on the words "partly" and "replace" (Figure 21).
The effect of non-selective schools was generally positive (58%) particularly amongst students and teachers (Figures 22 and 23).
Increase in class sizes was overwhelmingly (88%) regarded as having negative effects on quality education with high agreement across all sectors (Figures 24 and 25).
Opinions on the effects of small school closures was almost evenly divided for all respondents. Students tended to see this as negative while other groups appeared more in favour (Figures 26 and 27).
There were mixed views on the effects of school based staff recruitment with 52% supporting a positive effect but 33% negative. Teachers were generally less positive than other groups (Figures 28 and 29).
About 70% of respondents saw as positive the effect of school specialisation in curriculum areas, and this was supported across all groups (Figures 30 and 31).
Provision of school counselling services was strongly supported (93%) across all groups (Figures 32 and 33).
Parent participation in school decision making was seen to have a positive impact by the majority (8S%) of respondents (Figure 34).
Teaching of vocational skills was the most frequent response to suggestions for changes to cater for future educational needs (Figure 35)
SURVEY OF ATTITUDES TOWARDS ACT PUBLIC EDUCATION SYSTEM
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