Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Debates(HTML) . . . .

Legislative Assembly for the ACT: 2002 Week 4 Hansard (10 April) . . Page.. 942 ..

MR PRATT (continuing):

Mr Speaker, the ACT is fortunate enough to have one of the leading education systems in Australia. However, there appear to be inadequate understandings of what we mean by the ACT education system. The ACT education system is one that reflects the diverse nature of our ACT. This includes government schools, faith-based systemic schools, and a range of independent schools. Each of the sectors that make up the ACT education system have their advantages, disadvantages, strengths and weaknesses. Importantly, each of the sectors complements the others. What one lacks, the others may provide. For example, some of our colleges may offer an international baccalaureate program, while others concentrate on languages, music or IT.

Narrabundah College, for example, is a shining example of genuine diversity in ACT government sector education, having developed over the years its unique, effective school system. Some independent schools strongly hold to their faith-based character, since this is what parents require of these schools' administrations. It is the reason they send their children to such schools. On the other hand, many parents-particularly in two-parent working families, which are the rule too often these days-require full-time schooling for their children, and they need government school sector support. The ACT community needs this sort of diversity.

We are a relatively small jurisdiction, but one that has a high capability, energy and initiative. Canberra is no longer a public service town, but one that is a microcosm of Australian society, but perhaps with a greater level of diversity, not just between sectors, but also within them. This means that parents will go to almost any lengths to ensure that their children receive the education they believe is appropriate for their individual cases.

Each year, significant numbers of ACT parents move their children from one school to another, indeed from one sector to another and often back again, in search of what they consider to be the perfect school for their children. Choice is paramount in our education system. The previous government did not favour any one sector above another, and nor will it ever: that is this political party's stance.

Within the constraints of budget, the previous government tried to bring all sectors into the ACT education framework, seeing this as essential to providing the best educational opportunities for all concerned. We need a rich, diverse tapestry of schooling, providing maximum choice for parents and students.

Make no mistake, my party was 100 per cent committed to public school education, and our initiatives proved this. For example, we were committed to providing computers for teachers and more for students, we introduced literacy and numeracy testing, we introduced smaller class sizes and improved disability programs, we introduced programs to further develop teaching capabilities, and we rebuilt VET, increasing the student participation rate by 40 per cent over six years. In fact, we led the way with government sector schools in the nation. We led the way: we set the example. That is the evidence of this party's commitment to its philosophy on ACT schooling.

There is no question that government schools must be maintained to the highest degree. This is a fundamental "service of government" responsibility. Government must provide sound public sector schooling programs in order to offer quality education to all families, including those in difficult circumstances and those with only the most meagre means.

Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Debates(HTML) . . . .