Northern Territory Distance Learning Service
Parents and Students - Your Questions Answered
History/Background
New Structure
Schools of the Air
Students
Indigenous Students
Staff
Funding
Promotion
History/Background
NTOEC was providing a perfectly good service, so why change it?
One of the reasons we are creating the Northern Territory Distance Learning Service (NTDLS) is because until now the three schools have operated as independent entities. There was a lack of continuity and consistency. Some of the services, technology and teaching and learning materials, need to be streamlined and there needs to be cooperation and coordination between all three schools. We have the basis of a wonderful, world-class distance learning service. By combining resources and coordinating the delivery, we will deliver a much more relevant learning experience.
If NTOEC was not providing a perfectly good service, are you saying it has been grossly overstaffed for the past few years?
No, NTOEC has not been overstaffed for the manner in which it has delivered distance learning. We are simply changing the emphasis and the approach to bring our distance education service in line with leading edge practice.
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New Structure
You say that the schools will still have three principals but they will report to an Advisory Group. So who is in charge?
The position of principal of NTOEC will be reclassified as Director of the NTDLS, taking responsibility for the program management of the service while still having responsibility for NTOEC. He or she, and the two principals of the Schools of the Air, will report to the Deputy Chief Executive Education Services in relation to policy, strategy and program delivery. The Deputy Chief Executive Education Services will be advised by an Advisory Group that will include the Director of the NTDLS and the Schools of the Air principals, the three school council chairpersons, an ICPA representative, the General Managers of Schools and the General Managers of Curriculum and ICT.
Will Government be releasing the consultation report?
Government has released the Report and it is available here.
What are the leading edge aspects of the model?
The NTDLS provides the framework for leading edge practices to be developed across all distance-learning environments in the NT. Some of the leading edge elements are the Distance Learning Materials and ICT Innovation Unit, the establishment of a virtual schools trial and the allocation of Regional Learning Agents in remote communities.
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Schools of the Air
Is NTOEC taking over the schools of the air under one distance education school?
NTOEC is not taking over the schools of the air. The three distance education schools will work closely together, within the new Northern Territory Distance Learning Service (NTDLS), to align strategy and activity and provide greater consistency in the learning experience for all students.
Will schools lose local financial and management control and their local identity?
School Councils will maintain control over their powers, functions and responsibilities. The policy, strategy and program direction will be centralised and managed by DEET through the Deputy Chief Executive of Education Services. An Advisory Group consisting of the Distance Education Director, Distance Education principals and school council chairpersons, ICPA and key DEET personnel will provide policy, strategy and program advice to the Deputy Chief Executive of Education Services.
What are the benefits for the schools of the air?
There are a number of benefits for the schools of the air including:
- a centralised annual budget for materials development – reducing duplication
- improved technology and resources: Virtual Distance Education ( a virtual school trial at an urban or regional high school or secondary college in which new technology will enable teachers to deliver lessons in real-time and online to students across the NT)
- a distance learning service voice as opposed to individual school voice
- the opportunity for schools of the air to extend delivery to Years 8 and 9.
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Students
What is the difference between Direct and Indirect learners?
Direct refers to those students who directly receive instruction from NTOEC teachers. In the main, these students have a sound proficiency in English literacy and are capable of independently undertaking distance learning with the support of a study coach.
Indirect refers to those students who receive services from NTOEC indirectly and through an intermediary (teacher and/or assistant teacher) who understands the context of the learner and is able to select appropriate learning/materials to match different cultural and language needs. In the main, this cohort is largely Indigenous (students in homelands, CECs and group schools).
Will these changes enable more students to use the service?
The changes are part of this Government’s ongoing commitment to providing the best quality teaching and learning opportunities for all students regardless of where they live. A quality distance education service is crucial to our efforts to reach students in the most remote locations.
Will this lift literacy and numeracy rates?
Streamlining the service delivery, coordinating the teaching and learning material, and increasing the direct support to remote school students and teachers are all positive initiatives that we believe will be reflected in providing a better education to remote students.
Will it improve educational outcomes?
These changes are part of our commitment to providing the best quality teaching and learning opportunities for all students. A better service and a better delivery can only enhance students’ learning and achievements.
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Indigenous Students
How will remote Indigenous students benefit?
Primary and secondary Indigenous students in remote schools will benefit from increased support and improved learning materials.
How will remote Indigenous students access this service?
This service presents a raft of improvements that will contribute to better outcomes for our remote students. All remote schools have computers to enable access to Interactive Distance Learning (IDL). Some teachers will continue to provide direct and indirect tuition to students. Other teachers may take on positions as Regional Learning Agents and will be located in remote communities, enabling increased remote teacher and student support.
Why are there not enough computers for all home-based students?
Funding for the new NTDLS includes the purchase of 60 additional computers to extend the service to more home-based users and includes the replacement of all existing IDL computers (known as IDL Refresh).
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Staff
What are Regional Learning Agents?
Regional Learning Agents (RLAs) are distance education teachers that will be located in remote schools/communities to support the delivery of secondary education. They will work with remote schools to expose them to the range of NTDLS services available, professionally develop teachers using these services and engage in the exemplar teaching practices for Indigenous students.
Why are there fewer Regional Learning Agents than recommended in the report?
RLAs will be placed in remote communities where there are sufficient student enrolments.
Why are teaching positions being converted to administrative positions?
A number of the positions in the new model require specific skill sets eg instructional designers and desktop publishers. Teachers with these skill sets are encouraged to apply. These positions will work closely with teaching staff of the NTDLS.
Will teachers have the training to apply for a position in one of the new streams?
Current NTOEC teachers have been working in these streams.
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Funding
Is this reform being adequately resourced for the implementation and ongoing to maintain a leading edge in distance education?
The new NTDLS will be adequately resourced to ensure the successful implementation. The $1 million for the Distance Learning Materials and ICT Innovative Unit will give the NTDLS the ability to improve the service and maintain a leading edge focus. A review will be undertaken in three years to assess effective implementation.
The report recommends 13 positions in the Distance Learning Materials and ICT Innovation Unit, but you are employing only seven. How will you deliver the same service?
The funding identified for these additional positions has been used to increase the budget to $1 million to allow greater flexibility in the purchase of materials or bringing in specialists expertise from external sources. This Unit and the subject teachers will then be able to concentrate their focus on refining materials for the NT context, particularly for Indigenous learners.
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Promotion
How will the strong media attention around distance education over the past two years be addressed?
The new NTDLS will develop a communication strategy to positively promote the new service and the schools, highlighting improved educational delivery for all distance education students.
Links to Further Information
NT Distance Learning Service home
NT Distance Learning Service Report
Staff - Your Questions Answered
Contact
Northern Territory Open Education Centre, Ph 8922 2292, email ntoec@ntoec.nt.edu.au
Alice Springs School of the Air, Ph 8951 6800, email assoa@assoa.nt.edu.au
Katherine School of the Air, Ph 8972 1833, email kath.soa@latis.net.au
Building Better Schools, Ph 1800 722 030, email betterschools@nt.gov.au
This is a Distance Education initiative. |
