Phase One Workshops

Outcomes

Individual Participant Comments

All young people in the Northern Territory – and especially Indigenous young people in remote communities – have access to quality secondary education

There is a need to examine the formula for teacher/student ratio in rural/remote areas.

Some remote communities have started their own ‘cluster’ or cooperative arrangements to share facilities and resources in delivering face-to-face education to students.

The word ‘Precinct’ is problematic for some people.

Learning Precincts are highly appropriate for urban settings but how will it work in rural areas?

Local communities should be able to make choices about what they want in a Learning Precinct.

School councils, as we know it, will not exist in the same structure in a Learning Precinct model. This may reduce parental input into education.

Cannot see parents putting in extra contribution into an added layer of governance under new structure.

There is no point in having a structure of Learning Precinct without the involvement of primary schools.

Should have cross-sectoral liaison on the concept of Learning Precincts.

Current system is rigid. It needs to be more flexible in rural/remote areas.

Strong local solutions are needed but we lack resources.

To maximise the use of existing facilities why not review all schools, particularly those performing under capacity? Closure of those that are under-performing will release resources to implement Learning Precincts.

All young people have quality teaching and learning that meets their learning needs at the various stages of their development

Prefer to see one site/school for middle and senior years.

Distance Learning

NTOEC is a system that is currently working. Learning through electronic means is fine but should only be part of a package of solutions.

People in remote communities prefer to have their children go to school at home.

NTOEC is quite important although would like to see more modules available.

NTOEC modules are relevant but they still need to be supplemented by a teacher to support students.

NTOEC has a reputation and has not provided a good education in the past but are improving. Prefer to see it stay.

Need specialist teachers for boarding schools, even if it is in a block.

This is one of the most positive parts of the Report.

This is the Number One priority – you can have the best teachers but nothing else can be achieved without this support.

Currently, there is sporadic or no counselling services available and the reality is that regular contact is needed.

Approach to counselling needs to be proactive, not reactive.

There is a need for psychologists in primary schools.

More young people stay on at school longer and more complete Year 12

It is hard enough to get kids to come to school in the first place.

All young people are well prepared for their future pathways when they leave school

Current system deters young adults who may wish to return to school but do not do so because they do not wish to attend the type of formal schooling offered in remote communities. There are opportunities to use the facilities better in rural/remote areas.

Legislation for students to stay in schools until they are 15 requires resources to support and to enforce.

Will there be dispensation for students who may wish to leave earlier?

The Northern Territory community has confidence in the quality of its secondary education

Quality Services Agency is a good idea but not a priority.

MAP testing – no system-wide longitudinal data beyond Year 7 at the moment.

Do not support MAP testing. It is almost an insult to teachers.

Not against testing but need to know how the data will be used.