❓ A WA parliamentary question raises concerns about the potential negative impacts of the Gifted and Talented Education (GATE) initiative on public schools, particularly regarding a two-tiered system and morale. The Minister acknowledges the potential impact and highlights existing resources for mainstream schools.
AnsweredQoN 467Legislative Council
QuestionView source ↗
GIFTED AND TALENTED EDUCATION INITIATIVE
I refer to the government’s gifted and talented education initiative for secondary public school students. (1) Does the minister acknowledge that bestowing GATE status to select secondary schools has the potential to create a two-tiered system within the public education sector? (2) Has the minister considered the effect on the morale of teaching staff, parents and the remaining students by effectively removing the most talented and gifted students from their school communities? (3) If yes to (2), will the minister ensure that the remaining mainstream schools are better resourced to promote and strengthen their existing programs? Hon LJILJANNA RAVLICH
I refer to the government’s gifted and talented education initiative for secondary public school students. (1) Does the minister acknowledge that bestowing GATE status to select secondary schools has the potential to create a two-tiered system within the public education sector? (2) Has the minister considered the effect on the morale of teaching staff, parents and the remaining students by effectively removing the most talented and gifted students from their school communities? (3) If yes to (2), will the minister ensure that the remaining mainstream schools are better resourced to promote and strengthen their existing programs? Hon LJILJANNA RAVLICH
AnswerView source ↗
I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(1) Does the minister acknowledge that bestowing GATE status to select secondary schools has the potential to create a two-tiered system within the public education sector? (2) Has the minister considered the effect on the morale of teaching staff, parents and the remaining students by effectively removing the most talented and gifted students from their school communities? (3) If yes to (2), will the minister ensure that the remaining mainstream schools are better resourced to promote and strengthen their existing programs? Hon LJILJANNA RAVLICH replied: I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(2) Has the minister considered the effect on the morale of teaching staff, parents and the remaining students by effectively removing the most talented and gifted students from their school communities? (3) If yes to (2), will the minister ensure that the remaining mainstream schools are better resourced to promote and strengthen their existing programs? Hon LJILJANNA RAVLICH replied: I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(3) If yes to (2), will the minister ensure that the remaining mainstream schools are better resourced to promote and strengthen their existing programs? Hon LJILJANNA RAVLICH replied: I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
Hon LJILJANNA RAVLICH replied: I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(1) Does the minister acknowledge that bestowing GATE status to select secondary schools has the potential to create a two-tiered system within the public education sector? (2) Has the minister considered the effect on the morale of teaching staff, parents and the remaining students by effectively removing the most talented and gifted students from their school communities? (3) If yes to (2), will the minister ensure that the remaining mainstream schools are better resourced to promote and strengthen their existing programs? Hon LJILJANNA RAVLICH replied: I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(2) Has the minister considered the effect on the morale of teaching staff, parents and the remaining students by effectively removing the most talented and gifted students from their school communities? (3) If yes to (2), will the minister ensure that the remaining mainstream schools are better resourced to promote and strengthen their existing programs? Hon LJILJANNA RAVLICH replied: I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(3) If yes to (2), will the minister ensure that the remaining mainstream schools are better resourced to promote and strengthen their existing programs? Hon LJILJANNA RAVLICH replied: I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
Hon LJILJANNA RAVLICH replied: I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
I thank the member for some notice of this question. I provide the following response on behalf of the Minister for Education and Training - (1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(1) The 1996 United Nations Educational, Scientific and Cultural Organization report “International Commission on Education for the Twenty-first Century” and the 2001 Australian Senate’s Standing Committee on Employment, Workplace Relations, Small Business and Education’s inquiry into the education of gifted and talented children, together with the Department of Education and Training’s own gifted and talented education reviews, identify gifted and talented students at risk in the education system who require appropriate curriculum provision to meet their educational needs. The Department of Education and Training is committed to providing quality education programs to meet the varying needs of all students. Gifted and talented academic programs cater for only 2.5 per cent of students in each year 8, 9 and 10 cohort. (2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(2) Yes. (3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
(3) All Western Australian public schools receive a school grant allocation and have flexibility in determining priorities according to individual school needs. Provision exists for all schools to implement academic extension classes, usually in English, mathematics, science and society and environment, and/or appoint an academic extension coordinator.
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