❓ Dr. Constable questions Premier Carpenter about declining literacy and numeracy results in the Kimberley region since 2001, seeking his plan to improve standards. Carpenter acknowledges the issue, referencing WALNA data and existing initiatives, but doesn't directly confirm the decline.
AnsweredQoN 62Legislative Assembly
QuestionView source ↗
LITERACY AND NUMERACY ASSESSMENT RESULTS - KIMBERLEY REGION
I refer to the Premier’s claim yesterday that Western Australian literacy and numeracy assessment results have generally improved. (1) Is he aware that literacy and numeracy results for the Kimberley region have trended down dismally since 2001? (2) As the Premier and former Minister for Education and Training and for Indigenous Affairs, what does he intend to do to improve literacy and numeracy standards of children in Kimberley schools? Mr A.J. CARPENTER
I refer to the Premier’s claim yesterday that Western Australian literacy and numeracy assessment results have generally improved. (1) Is he aware that literacy and numeracy results for the Kimberley region have trended down dismally since 2001? (2) As the Premier and former Minister for Education and Training and for Indigenous Affairs, what does he intend to do to improve literacy and numeracy standards of children in Kimberley schools? Mr A.J. CARPENTER
AnswerView source ↗
I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
(1) Is he aware that literacy and numeracy results for the Kimberley region have trended down dismally since 2001? (2) As the Premier and former Minister for Education and Training and for Indigenous Affairs, what does he intend to do to improve literacy and numeracy standards of children in Kimberley schools? Mr A.J. CARPENTER replied: I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
(2) As the Premier and former Minister for Education and Training and for Indigenous Affairs, what does he intend to do to improve literacy and numeracy standards of children in Kimberley schools? Mr A.J. CARPENTER replied: I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER replied: I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
(1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
(1) Is he aware that literacy and numeracy results for the Kimberley region have trended down dismally since 2001? (2) As the Premier and former Minister for Education and Training and for Indigenous Affairs, what does he intend to do to improve literacy and numeracy standards of children in Kimberley schools? Mr A.J. CARPENTER replied: I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
(2) As the Premier and former Minister for Education and Training and for Indigenous Affairs, what does he intend to do to improve literacy and numeracy standards of children in Kimberley schools? Mr A.J. CARPENTER replied: I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER replied: I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
I thank the member for Churchlands for the question. (1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
(1)-(2) To be fair to the member for Churchlands, she advised me of that information. I have not had a chance to cross-reference that assertion about the performance - Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr P.D. Omodei : You were pretty sure yesterday. The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
The SPEAKER : Order! Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : No; the member referred to the Kimberley. Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Dr E. Constable : I was talking about the Kimberley. Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : I know. The discussion we had in the chamber yesterday was about the WALNA data. Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Dr E. Constable : No; I was referring to the Kimberley. Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : I know; I am getting to that. My recollection is that the WALNA data shows an upward trend in Aboriginal literacy. Outside this chamber, the member for Churchlands said that she was talking specifically about the Kimberley. Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr P.D. Omodei : It was about the Kimberley. Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr C.J. Barnett : That’s what we were talking about yesterday. Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : We will check Hansard . I do not think the member for Churchlands necessarily referred specifically to the Kimberley, but I am not disputing it. I made a mental note to check it but I have not done that. Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Dr E. Constable : That is not the point. Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : The member for Churchlands asked me to confirm them. Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Dr E. Constable : I am asking you about this. Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Mr A.J. CARPENTER : The WALNA data. This is the issue with which we are confronted. In Western Australia, literacy and numeracy outcomes for Aboriginal children are generally well below those for non-Aboriginal children. That is a regrettable fact, and everybody wants that to change. We have implemented enormous changes to try to alter that outcome in Western Australia. We have provided additional resources to schools that needed it most, based on the WALNA testing, which was controversial when it was first introduced. At that time it was supported by the coalition when in government and by the Australian Labor Party in opposition. That testing delivered us some valuable data. The challenge was to address the data, and we did so when we got into government. We provided additional resources and implemented a system called “Getting It Right” to professionally develop staff in our schools so that we would be better able to deal with students who showed need. That model was described by the Australian Council of Education and Research as the best model it had seen in the English-speaking world. It is not as though we have said that we are not interested. Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
Improvements must still be made not only in the Kimberley, but also across the board. Of course, we in government and the education department staff - central staff, Kimberley office staff and school staff - are dedicated to doing that. However, it is not an easy task. If it could be fixed with the wave of a magic wand, we would wave one. Of course the government is committed to improving the situation, and it will.
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Bills
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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.