Annual Report 1991 Department of Education
Tabled Paper 1288
Tabled Papers for 6th Assembly 1990 - 1994; Tabled Papers; ParliamentNT
Made available by the Legislative Assembly of the Northern Territory under Standing Order 240. Where copyright subsists with a third party it remains with the original owner and permission may be required to reuse the material.
EDUCATION COMMUNITY INVOLVEMENT In 1991,24 new school councils were formed, allwith the exception of Kintore Street School in Katherinein Aboriginal or small rural communities. Aboriginal parents played an increasing part in school council activities and had a significant positive impact on increasing student attendance rates, partly through helping to incorporate more elements of traditional culture into the curriculum. The decision to introduce a Standard Devolution Package of functions and responsibilities to schools from the beginning of 1992 influenced school councils to focus more clearly on their role and the implications of the changes envisaged. The NT Council of Government School Organisations (COGSO) held two conferences during the year. The first, Education, the 90s and Beyond, held in Alice Springs during May in conjunction with COGSO's annual general meeting, addressed topics covering Aboriginal education, the impact of the Standard Devolution Package, school closures and the impending introduction of the South Australian Certificate of Education and its implications for Northern Territory senior secondary students. At the second conference, Education, which way now?, held at Batchelor Outdoor Education Centre in September, participants focused on aspects of environmental education and considered the ongoing development of the Standard Devolution Package. During the year, COGSO organised a number of regional seminars for parents, while representatives of both COGSO and the Isolated Children's Parents' Association continued to chair promotion panels throughout the Territory. FEPPI Feppi, the NT Aboriginal Education Consultative Group, was restructured early in the year to ensure an equitable balance of regional representatives and members with specialist knowledge and expertise in aspects of education especially relevant to Aboriginal people. In addition, the position of Chairman became a part-time appointment. In accordance with a program of tasks determined by the Minister, Feppi continued to perform its major function of providing him with an independent, community-based view of Aboriginal education needs, issues and concerns. As an integral part of its responsibilities, Feppi maintained close liaison with Aboriginal communities throughout the Territory. In particular, emphasis 36
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