❓ The Minister for Education and Training responds to a question about the government's school-based traineeship program, particularly regarding Aboriginal students, highlighting a significant increase in participation compared to the previous government.
AnsweredQoN 462Legislative Assembly
QuestionView source ↗
Can the minister inform the House of the status of the Government’s school-based traineeship program, with particular reference to Aboriginal students? Mr A.J. CARPENTER
AnswerView source ↗
I thank the member for the question and for her pursuit of education issues in her electorate. As part of the drive to engage more young people in education and training for longer in Western Australia, we need to do things differently. We cannot just keep doing the same things, which have left a lot of kids out of education. The sad and lamentable record of the previous Government is that there was a major decline in the number of young people successfully completing school. We need to do things differently, particularly when we are embarking on a process to raise the school leaving age in Western Australia from 15 to 17. We are using school-based traineeships to engage a large number of young people who would not otherwise be engaged, and to continue to engage those who previously have been engaged, in education and to get them back into the school system or to maintain them in the school system. This year there is a total of 969 school-based trainees in Western Australian government schools; that is, the highest number by far ever, and it is a 23 per cent increase in the number for the same period in 2003. This year we expect twice as many commencements in school-based traineeships than the previous Government had in its entire last four years of office. Mr Speaker, I will demonstrate just how stark is the difference in achievement between the policies that our Government has put in place and those of the previous Government. By the way, members opposite are about to see the score, so now is their chance to look away if they do not want to know it. I am holding in my hand a graph that demonstrates the performance of the Gallop Government and the Court Government on school-based traineeships. Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr A.J. CARPENTER replied: I thank the member for the question and for her pursuit of education issues in her electorate. As part of the drive to engage more young people in education and training for longer in Western Australia, we need to do things differently. We cannot just keep doing the same things, which have left a lot of kids out of education. The sad and lamentable record of the previous Government is that there was a major decline in the number of young people successfully completing school. We need to do things differently, particularly when we are embarking on a process to raise the school leaving age in Western Australia from 15 to 17. We are using school-based traineeships to engage a large number of young people who would not otherwise be engaged, and to continue to engage those who previously have been engaged, in education and to get them back into the school system or to maintain them in the school system. This year there is a total of 969 school-based trainees in Western Australian government schools; that is, the highest number by far ever, and it is a 23 per cent increase in the number for the same period in 2003. This year we expect twice as many commencements in school-based traineeships than the previous Government had in its entire last four years of office. Mr Speaker, I will demonstrate just how stark is the difference in achievement between the policies that our Government has put in place and those of the previous Government. By the way, members opposite are about to see the score, so now is their chance to look away if they do not want to know it. I am holding in my hand a graph that demonstrates the performance of the Gallop Government and the Court Government on school-based traineeships. Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
I thank the member for the question and for her pursuit of education issues in her electorate. As part of the drive to engage more young people in education and training for longer in Western Australia, we need to do things differently. We cannot just keep doing the same things, which have left a lot of kids out of education. The sad and lamentable record of the previous Government is that there was a major decline in the number of young people successfully completing school. We need to do things differently, particularly when we are embarking on a process to raise the school leaving age in Western Australia from 15 to 17. We are using school-based traineeships to engage a large number of young people who would not otherwise be engaged, and to continue to engage those who previously have been engaged, in education and to get them back into the school system or to maintain them in the school system. This year there is a total of 969 school-based trainees in Western Australian government schools; that is, the highest number by far ever, and it is a 23 per cent increase in the number for the same period in 2003. This year we expect twice as many commencements in school-based traineeships than the previous Government had in its entire last four years of office. Mr Speaker, I will demonstrate just how stark is the difference in achievement between the policies that our Government has put in place and those of the previous Government. By the way, members opposite are about to see the score, so now is their chance to look away if they do not want to know it. I am holding in my hand a graph that demonstrates the performance of the Gallop Government and the Court Government on school-based traineeships. Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr Speaker, I will demonstrate just how stark is the difference in achievement between the policies that our Government has put in place and those of the previous Government. By the way, members opposite are about to see the score, so now is their chance to look away if they do not want to know it. I am holding in my hand a graph that demonstrates the performance of the Gallop Government and the Court Government on school-based traineeships. Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr A.J. CARPENTER replied: I thank the member for the question and for her pursuit of education issues in her electorate. As part of the drive to engage more young people in education and training for longer in Western Australia, we need to do things differently. We cannot just keep doing the same things, which have left a lot of kids out of education. The sad and lamentable record of the previous Government is that there was a major decline in the number of young people successfully completing school. We need to do things differently, particularly when we are embarking on a process to raise the school leaving age in Western Australia from 15 to 17. We are using school-based traineeships to engage a large number of young people who would not otherwise be engaged, and to continue to engage those who previously have been engaged, in education and to get them back into the school system or to maintain them in the school system. This year there is a total of 969 school-based trainees in Western Australian government schools; that is, the highest number by far ever, and it is a 23 per cent increase in the number for the same period in 2003. This year we expect twice as many commencements in school-based traineeships than the previous Government had in its entire last four years of office. Mr Speaker, I will demonstrate just how stark is the difference in achievement between the policies that our Government has put in place and those of the previous Government. By the way, members opposite are about to see the score, so now is their chance to look away if they do not want to know it. I am holding in my hand a graph that demonstrates the performance of the Gallop Government and the Court Government on school-based traineeships. Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
I thank the member for the question and for her pursuit of education issues in her electorate. As part of the drive to engage more young people in education and training for longer in Western Australia, we need to do things differently. We cannot just keep doing the same things, which have left a lot of kids out of education. The sad and lamentable record of the previous Government is that there was a major decline in the number of young people successfully completing school. We need to do things differently, particularly when we are embarking on a process to raise the school leaving age in Western Australia from 15 to 17. We are using school-based traineeships to engage a large number of young people who would not otherwise be engaged, and to continue to engage those who previously have been engaged, in education and to get them back into the school system or to maintain them in the school system. This year there is a total of 969 school-based trainees in Western Australian government schools; that is, the highest number by far ever, and it is a 23 per cent increase in the number for the same period in 2003. This year we expect twice as many commencements in school-based traineeships than the previous Government had in its entire last four years of office. Mr Speaker, I will demonstrate just how stark is the difference in achievement between the policies that our Government has put in place and those of the previous Government. By the way, members opposite are about to see the score, so now is their chance to look away if they do not want to know it. I am holding in my hand a graph that demonstrates the performance of the Gallop Government and the Court Government on school-based traineeships. Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr Speaker, I will demonstrate just how stark is the difference in achievement between the policies that our Government has put in place and those of the previous Government. By the way, members opposite are about to see the score, so now is their chance to look away if they do not want to know it. I am holding in my hand a graph that demonstrates the performance of the Gallop Government and the Court Government on school-based traineeships. Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Several members interjected. The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
The SPEAKER: Order, members! Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr A.J. CARPENTER: Mr Speaker, we adjusted the program and it is indicated on the graph now. The member for Kimberley asked about Aboriginal students. We are very well aware of the attitude that the previous Government took to Aboriginal people in this State; we hear it reflected in comments that have been made by the current member for Kalgoorlie. Quite frankly, it is disgraceful. In contrast with that, this Government takes a very positive and proactive attitude towards the Aboriginal people of the State. That has been none more stark than in education, through which we have used Aboriginal school-based traineeships to engage in school young Aboriginal students who would otherwise not be at school. Once again, I invite members of the Opposition to either shield their eyes with their own graphs or look away now, because this next graph indicates the respective performance of the two Governments on Aboriginal school-based traineeships. Mr Speaker, the dotted blue line on the graph I am holding is “U” for useless. The elevated red line on the graph is “Us”. If I can take a liberty with the English language, “Us” is for astounding. On the blue side is “U” for utterly useless and on the red line “Us” for astounding. Mr Speaker, the statistics are thus. In its last year of office, the previous Government had 22 Aboriginal students in school-based traineeships; at the end of last year, we had 657 Aboriginal students in school-based traineeships. By the end of this year, there will be 700 students or more; that is, 700 students who would otherwise not be there. Anybody - ask the member for Ningaloo - can see the profound impact that this policy is having on local communities. For example, in Carnarvon more than 50 young Aboriginal people are in school-based traineeships. They attend school two days a week and places of employment three days a week. This initiative is fundamentally changing the whole social nature of that town. Have we heard a word from the member for Avon about this program in Northam? Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr M.W. Trenorden: Yes, the black line is you! Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr A.J. CARPENTER: Tragically, Mr Speaker, the Leader of the National Party is a significant embarrassment to his party. Aboriginal students in Northam, who historically have not been engaged in education, are now engaged in education; that is changing their life prospects dramatically. The same is occurring in Geraldton. Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Mr Speaker, these figures are unrivalled in Australia. There is nothing like them elsewhere in Australia. They demonstrate what government can do if it is serious about the issue. On the other side is what rabble can do. Rabble makes a mess and does nothing for anybody. I am very proud of this program and it will continue to be successful next year.
Explore WA Government Data
Search the full archive in the free dashboard, or query programmatically via API.
Explore more
Government Gazette
Appointments, regulatory notices, planning changes.
Hansard
Debates, questions, speeches and sentiment.
Tabled Papers
Reports and documents tabled in Parliament.
Committees
Committee profiles and recent reports.
Regulations
Subsidiary legislation with filters and summaries.
Bills
Proposed laws and parliamentary progress.
Acts
Current WA legislation and summaries.
Explanatory Memoranda
Bills with EMs (text/PDF) available.
Members
MP profiles, party breakdown and rankings.
Pollie Rankings
Data-driven rankings across 19 categories.
Amendment Chains
Track how schemes and regulations evolve over time.