❓ The Minister for Education announces the establishment of remote community schools at Koorabye and Gnarowanna, highlighting efforts to improve Aboriginal student retention rates and educational outcomes through various initiatives.
AnsweredQoN 295Legislative Assembly
QuestionView source ↗
Is the minister able to inform the House, in particular the member for Kimberley, who due to the illness of her mother, is unable to be with us today, on the progress of establishing a remote community school at Koorabye in the Kimberley education district? Mr A.J. CARPENTER
AnswerView source ↗
I thank the member for Wanneroo for the question that she has asked on behalf of the member for Kimberley. I wish the member for Kimberley’s family the best. The member for Kimberley has been lobbying strongly to establish a school in this community. I am pleased to announce that we will establish a school in the Koorabye community that will open at the start of term 3 next year; that is, in the middle of next year. The Koorabye community is located south of Fitzroy River, approximately 21 kilometres from Noonkanbah, 250 kilometres south east of Derby and 160 kilometres south west of Fitzroy Crossing. Road access to the community is not easy and during the wet season roads can be impassable for up to four months. The Government has a responsibility - I know the whole House shares this view - to deliver education to all children in Western Australia, no matter where they live. Historically, it has been difficult to deliver education to remote communities. I am pleased that we will now be able to do that in Koorabye. I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
Mr A.J. CARPENTER replied: I thank the member for Wanneroo for the question that she has asked on behalf of the member for Kimberley. I wish the member for Kimberley’s family the best. The member for Kimberley has been lobbying strongly to establish a school in this community. I am pleased to announce that we will establish a school in the Koorabye community that will open at the start of term 3 next year; that is, in the middle of next year. The Koorabye community is located south of Fitzroy River, approximately 21 kilometres from Noonkanbah, 250 kilometres south east of Derby and 160 kilometres south west of Fitzroy Crossing. Road access to the community is not easy and during the wet season roads can be impassable for up to four months. The Government has a responsibility - I know the whole House shares this view - to deliver education to all children in Western Australia, no matter where they live. Historically, it has been difficult to deliver education to remote communities. I am pleased that we will now be able to do that in Koorabye. I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
I thank the member for Wanneroo for the question that she has asked on behalf of the member for Kimberley. I wish the member for Kimberley’s family the best. The member for Kimberley has been lobbying strongly to establish a school in this community. I am pleased to announce that we will establish a school in the Koorabye community that will open at the start of term 3 next year; that is, in the middle of next year. The Koorabye community is located south of Fitzroy River, approximately 21 kilometres from Noonkanbah, 250 kilometres south east of Derby and 160 kilometres south west of Fitzroy Crossing. Road access to the community is not easy and during the wet season roads can be impassable for up to four months. The Government has a responsibility - I know the whole House shares this view - to deliver education to all children in Western Australia, no matter where they live. Historically, it has been difficult to deliver education to remote communities. I am pleased that we will now be able to do that in Koorabye. I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
The Koorabye community is located south of Fitzroy River, approximately 21 kilometres from Noonkanbah, 250 kilometres south east of Derby and 160 kilometres south west of Fitzroy Crossing. Road access to the community is not easy and during the wet season roads can be impassable for up to four months. The Government has a responsibility - I know the whole House shares this view - to deliver education to all children in Western Australia, no matter where they live. Historically, it has been difficult to deliver education to remote communities. I am pleased that we will now be able to do that in Koorabye. I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
Mr A.J. CARPENTER replied: I thank the member for Wanneroo for the question that she has asked on behalf of the member for Kimberley. I wish the member for Kimberley’s family the best. The member for Kimberley has been lobbying strongly to establish a school in this community. I am pleased to announce that we will establish a school in the Koorabye community that will open at the start of term 3 next year; that is, in the middle of next year. The Koorabye community is located south of Fitzroy River, approximately 21 kilometres from Noonkanbah, 250 kilometres south east of Derby and 160 kilometres south west of Fitzroy Crossing. Road access to the community is not easy and during the wet season roads can be impassable for up to four months. The Government has a responsibility - I know the whole House shares this view - to deliver education to all children in Western Australia, no matter where they live. Historically, it has been difficult to deliver education to remote communities. I am pleased that we will now be able to do that in Koorabye. I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
I thank the member for Wanneroo for the question that she has asked on behalf of the member for Kimberley. I wish the member for Kimberley’s family the best. The member for Kimberley has been lobbying strongly to establish a school in this community. I am pleased to announce that we will establish a school in the Koorabye community that will open at the start of term 3 next year; that is, in the middle of next year. The Koorabye community is located south of Fitzroy River, approximately 21 kilometres from Noonkanbah, 250 kilometres south east of Derby and 160 kilometres south west of Fitzroy Crossing. Road access to the community is not easy and during the wet season roads can be impassable for up to four months. The Government has a responsibility - I know the whole House shares this view - to deliver education to all children in Western Australia, no matter where they live. Historically, it has been difficult to deliver education to remote communities. I am pleased that we will now be able to do that in Koorabye. I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
The Koorabye community is located south of Fitzroy River, approximately 21 kilometres from Noonkanbah, 250 kilometres south east of Derby and 160 kilometres south west of Fitzroy Crossing. Road access to the community is not easy and during the wet season roads can be impassable for up to four months. The Government has a responsibility - I know the whole House shares this view - to deliver education to all children in Western Australia, no matter where they live. Historically, it has been difficult to deliver education to remote communities. I am pleased that we will now be able to do that in Koorabye. I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
I am also pleased - I think this is your electorate, Mr Speaker - that we will be establishing a remote community school at Gnarowanna in the Pilbara education district. Gnarowanna is approximately 130 kilometres south of the townships of Karratha and Roebourne. This will open at the beginning of term 3 in 2003. We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
We are in a very important phase in education. We are desperately trying to improve the retention rates of young people through to year 12 and everyone recognises that we have to do more for Aboriginal students in our schools in country towns, the metropolitan area and remote locations. We have to invest more and provide more relevant programs. I was pleased to announce yesterday that we had the biggest increase in the past 10 years in retention rates in year 12 across the state government system. We have also had a significant increase in retention rates to year 12 of Aboriginal students. The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
The retention rate for Aboriginal students in government and non-government schools combined is now 25.1 per cent. Although that is very low in comparison with where we should be, that is a significant improvement over recent years. For example, in 1996 that retention rate across both systems was only 16 per cent. I am very grateful for the input we are getting from Aboriginal communities across Western Australia and the cooperation that is building between their communities, the Aboriginal and Torres Strait Islander Commission and the Department of Education for the provision of good quality, relevant education courses in Aboriginal communities and for Aboriginal students. It is starting to pay off. We have a long way to go, but it will pay off in the long run. I am pleased that these sorts of things are happening. The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
The department’s Aboriginal education directorate has been restructured to give a better alignment of programs and increased emphasis on local participation partnerships. We have provided broadband information and communications technology access into all the remote schools that the member for Pilbara asked me about in the north west - I will provide the member with a long list of them - so that those ICT access potentials are available to all our young people. We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
We have created 10 Aboriginal education management districts based in the district offices to deal directly with Aboriginal communities to get their input on issues that are relevant and important for their young people. I have required cultural awareness training for all Education Department staff. We have set targets for the employment of Aboriginal people across the education system; in fact, our target is to double the employment rate of Aboriginal people across the system. That is important not only in the direct relationship with students and in role modelling but also to have that critical mass of Aboriginal people in the system so that we are aware of the issues that are of concern to them. We have created the Nanutarra education area council as a specific, discrete education area in the goldfields. With the brilliant cooperation of Lizzie Ellis in that area we are starting to build relevant programs with the input of the local community using language and culture programs specifically tailored for the Nanutarra communities. We have a range of other programs. We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
We have very good support programs such as the football program at Balga Senior High School overseen by Oral McGuire and using Gary Malarkey who was recruited out of Trinity College to put that program in place. We have a partnership with a Smith Family group to provide education opportunities for Aboriginal people across the metropolitan area. Members would recall the magnificent partnership that we established with Gerard Neesham at the Clontarf Academy, which now has Australia-wide recognition. On its own, this academy has significantly increased the number of young Aboriginal men who stay on in education until at least year 12 level. We are doing very positive things in this area and I am optimistic that in the next few years we will see a rapid and continuing increase in the number of Aboriginal young people who successfully complete their education.
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