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Legislative Assembly for the ACT: 1997 Week 6 Hansard (19 June) . . Page.. 1870 ..

MR STEFANIAK (continuing):

Mr Speaker, schools have been taking on increasing responsibilities for the management of a range of resources. As I indicated, I now want to look briefly at the positives. The feedback from schools, I think, generally has been very positive. That is not a surprise to me. The consultation process undertaken on extended school-based management was thorough and comprehensive. The knowledge and the on-the-ground experience brought to bear during that consultation were bound to result in a process that could only benefit our schools and our students. In addition, the implementation of the initiative was very carefully planned, taking into account in a considered and cooperative way issues raised during that consultation period. The extended school-based management model incorporates the requirements which were clearly identified as priorities by the community during that process. Those were that the community wanted outcomes for students, fairness, accountability, community involvement, and transparency. Mr Speaker, that is what they are getting.

It is clear that the concerns raised by Ms Tucker earlier on the equity aspects of extended school-based management were, in a way, satisfied even before she uttered them. Far from detracting from the principle of equity that has always underpinned school education in the ACT, extended school-based management extends that principle, and it is further enhanced by the schools equity fund. Mr Speaker, the new arrangements will result in enhanced equity of access to educational resources. Extended school-based management will increase community involvement in the resource decisions, increase transparency in allocating resources and improve mechanisms for review and adjustment of allocations. Significant effort has been put into ensuring that the initiative contains a very explicit model for allocating each of the items funded. The new arrangements focus particularly on transparency and on equity implications.

As well, Mr Speaker, a school reference group has been established to monitor implementation of the initiative. Extended school-based management has provided schools with the means to review and adjust their allocations to areas of greatest need. Mr Speaker, the school resources group meets at least four times a year. It has been established to support schools by monitoring the extension of school-based management, overseeing the school assistance program, adjudicating on requests from schools for reviews of their resource allocations, and identifying significant issues that might impact on the success of school-based management in our schools. That resources group is made up of school principals as well as departmental representatives. Mr Speaker, that group is just one of the mechanisms we have put in place to assist schools in the transition. Others include a schools assistance program, a range of help desks for schools to contact, a school-based management coordination unit and a professional development program for school-based management providing training and advice for principals, bursars, registrars, janitors, parents and support staff.

Mr Speaker, the extended school-based management model now operating in ACT schools gives schools the flexibility to allocate school resources according to their needs and the priorities of the individual schools. I think it contributes significantly to the effective use of funding available for government schooling. It enhances the transparency and equity of schools resourcing and, Mr Speaker, it is an ongoing process.

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