Page 3528 - Week 11 - Thursday, 24 September 2015
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I am tabling a revised copy of the review today to correct a minor technical error that has been identified since the document’s tabling. The review I tabled earlier this week contained a chart on page 14 showing the cumulative storage capacity of feed-in tariff and non-feed-in tariff supported rooftop solar generators in the ACT by financial year. The chart was incorrectly labelled. The data represented the calendar year, not the financial year. This meant that the chart contained incomplete data for 2014-15 and incorrectly depicted a flattening of growth for that year. The error has now been corrected and the chart now reflects the data for the financial years. The growth rate of non-FIT supported solar from 2013-14 to 2014-15 was in fact 12 per cent, with approximately two megawatts of new capacity installed in that period.
I would like to emphasise that this minor correction in no way impacts on the overall findings of the review. I commend the document to the Assembly.
Aboriginal and Torres Strait Islander education—annual report 2014-15
Paper and statement by minister
MS BURCH (Brindabella—Minister for Education and Training, Minister for Police and Emergency Services, Minister for Disability, Minister for Racing and Gaming and Minister for the Arts): For the information of members, I present the following paper:
Aboriginal and Torres Strait Islander Education, pursuant to the resolution of the Assembly of 24 May 2000 concerning Indigenous education, as amended 16 February 2006—Annual report 2014-15.
I ask leave to make a statement in relation to the paper.
Leave granted.
MS BURCH: I am pleased to present the Aboriginal and Torres Strait Islander education 2014-15 report today. Every child deserves access to high quality education regardless of their background, culture or location. The ACT government wants every Aboriginal and Torres Strait Islander student to have confidence that they can achieve and that their future is one of opportunity. We all want students to believe “I can achieve, I am confident and my future is exciting”.
While there is much to celebrate, the government acknowledges there is more work that can always be done to close the education gap between non-Indigenous students and their Aboriginal and Torres Strait Islander classmates.
The report presented today details achievements and progress against the priorities of ETD’s “Education capital: leading the nation” strategic plan for 2014-17 and the 2015 action plan. The directorate has implemented a suite of programs and strategies to provide additional support and assistance to Aboriginal and Torres Strait Islander students. These include broad-based strategies such as personalised learning plans, flexible learning options, pathway planning to encourage students to think about employment pathways, and career development. Other programs such as Koori preschool and the aspirations programs are specific to Aboriginal and Torres Strait Islander students and families.
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