Rural and Remote Education - Tasmania
The Tasmanian Government's submission provides data on numbers of students in rural and urban schools by year level, sex and Aboriginality (Attachment 1). The text details
- funding formulae for 'distant', small and isolated schools
- the use of information technology and advanced telecommunications
- other State Government initiatives including Tasmanian Community Network and Tasmanian Communities Online.
The Tasmanian Catholic Education Commission submission covers the following issues
- many families in rural and remote areas have lower than average disposable incomes
- many children in rural and remote areas have limited and narrow socialisation opportunities
- many children in rural and remote areas are either unable or not prepared to continue their education beyond Grade 10
- rural and remote schools frequently have difficulties recruiting quality staff, retaining them other than for short periods, and providing professional development for their teachers
- rural and remote schools are confronted with higher costs and difficult access of professional support services and technological services
- discrimination in transport services.
This submission reports on consultations with, principally, parents from Zeehan Primary School, Smithton Primary and High Schools, St. Mary's District High School, Winnaleah District High School and Geeveston District High School. The topic areas reported on are
- Adequacy of income support
- Funding models
- Teacher incentives and professional development
- Distance education
- Technological support
- Indigenous education
- Community leadership
- Culture of complaint?
- Conflicting interests
- Sexual minority groups