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    Education Country Australia
    Education Country Australia
    Education Country Australia
    Ebook99 pages57 minutes

    Education Country Australia

    By Bruce Hookway

    ()

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    About this ebook

    For the most part, education in Australia is controlled by a state system, operating from state capitals. The majority of schools are in metropolitan areas or centres of about 20,000. But there are many small towns with schools and many are reasonably remote. I have spent time in these regions both as a child and as a teacher.

    This book is primarily concerned with the direction of education for country children. The students are either running wild or under too much control, leaving some just plain scared of life. This has been going on for a long time. With staff in rural schools being inadequate and the productivity of students resembling a joke, the problem rests deep inside the educational system...

    LanguageEnglish
    PublisherReadOnTime BV
    Release dateJul 20, 2012
    ISBN9781921681806
    Education Country Australia

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      Book preview

      Education Country Australia - Bruce Hookway

      Education Country Australia

      Bruce Hookway

      SMASHWORDS EDITION

      * * * * *

      Education Country Australia

      Copyright © 2010 Bruce Hookway

      Revised 2011

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher.

      The information, views, opinions and visuals expressed in this publication are solely those of the author(s) and do not reflect those of the publisher. The publisher disclaims any liabilities or responsibilities whatsoever for any damages, libel or liabilities arising directly or indirectly from the contents of this publication.

      A copy of this publication can be found in the National Library of Australia.

      ISBN: 978-1-921681-80-6 (pbk)

      Published by Book Pal

      www.bookpal.com.au

      * * * * *

      Bruce has taught throughout Australia in many situations

      for forty years or more.

      There is a need for intelligent input into education.

      I commend the book.

      Confidant and friend.

      Lyn Rogers

      * * * * *

      Contents

      Chapter 1

      Where is Work?

      Chapter 2

      Method of Evaluation

      Chapter 3

      Touchy Feely Things

      Chapter 4

      Into The Trenches With The Enemy

      Chapter 5

      The Fear Of The Lord Is The Beginning Of Knowledge

      Chapter 6

      The Cat Ate My Homework

      Chapter 7

      Store High In Transit

      Chapter 8

      Do You Agree With The Neutron Bomb? I did Not Know It Talked

      Chapter 9

      Somber Thoughts

      Chapter 10

      West Hobart, Best Place In The World, I Have Never Been Anywhere Else

      Chapter 11

      Get A Bus Going The Other Way

      Chapter 12

      Do It, If It Makes You Feel Better

      Chapter 13

      The Most Important Thing Is For You To Look After Each Other

      * * * * *

      Let us go to the people

      of this land in their diversity.

      Let us learn from them and assist them

      where they are.

      Bruce Hookway

      * * * * *

      Chapter 1

      Where is Work?

      For the most part education in Australia is controlled by a state system, operating from state capitals. The majority of schools are in metropolitan areas or centres of about 20,000. There are many small towns with schools and many are reasonably remote. I have spent time in these regions both as a child and as a teacher.

      There seems to be a view that all is good and simple in schools away from main centres. While it is true to say there is much to be applauded in terms of the participation of the community and the dedication of teachers, there is also a need to consider aspects of smaller schools in an objective way, with a view to their development.

      The immenseness of the land is a factor. A coach leaving Perth on the west coast would take two days and two nights to reach Melbourne in the south-east. It would pass through an area with one of the longest stretches of straight road in the world. For most of the journey, it would pass an occasional school. The Sunlander’ train, travelling from Brisbane on the mid east coast to Cairns in a region known as the far north, takes two days and one night. It passes through regions where there are a variety of schools but for most of the journey there are very few. Much of this part of Australia is lush and green in contrast to the brown vistas to be seen travelling from Perth to Melbourne. These are areas of low population in Australia and it must be repeated that this country is vast. I referred to a coach journey from Perth. There is an alternate route north of the highway for four-wheel drive vehicles and the long coach journey ain’t nothing" compared to the true nature of this rugged country. Suffice to say, there are many more unsealed roads than sealed roads in the outback.

      For purposes of discussion, I will not be making mention of the many very remote schools. In general, I will refer to schools above 300 in enrolment. They will be typical of schools in a reasonable sized country town and may in lots of ways be typical of outer metropolitan schools. Many schools rely on school buses. In many cases, the cost of supplying transport is significant and could be as high as the cost of teachers’ wages. In addition, there is a great number of extra staff, including cleaners, gardeners and office staff. The economic importance of schools in a town is significant. There are some private schools in country areas, particularly in large towns. However, in reasonably remote areas, the state system is dominant. There are many arguments for making the often-extensive financial demands on a family to use the few private schools. There is also contention among many as to the wisdom of using government assistance for private schools. I do not underestimate the contribution of private schools. In history there is record of private schools in a large country centre closing their doors because of an issue with authorities. The public outcry did not take long to encourage authorities to give attention to the issues. The extra load on the state system and the demand for choice was heard loud and clear.

      I have spent many years in small regions. A school is a barometer of the community. It employs local people and is connected in many ways with local businesses and organizations. I believe there are no better ways to experience life in these areas. School administration needs to be aware of local traditions and prejudice. A centre based on mining often has a character. A centre with single parent families with modest income would have different circumstances.

      During my teaching days I experienced the diversity of many different regions. I recall times as a teacher in the first hours of an appointment. Accommodation for teachers has improved a great deal in recent times. However, some issues for teachers of the past are still there to some degree. It may be that there are different issues today that were not such a worry in times gone by. Such issues could include an overzealous concentration on child protection issues and attempts to restrict teachers to single issues such as numeracy and literacy. Such demands may be more of a worry these days, but it is also possible such issues were always there. I would want open discussion to prevail on such issues, without the tendency to scapegoat, which seems to be a characteristic of present times.

      I recall my first appointment. It was to King Island with the Tasmanian Education Department. I remember walking uphill to a seat in a DC-3 and shortly the throaty roar with the floor coming to horizontal and then up into the rough ride characteristic of the North-West region of Tasmania. Like many young teachers of the past and today, this was a big experience. For many, Mum has always done the washing and such a change is radical. I was full of apprehension and not handling it that entirely well. It was not my idea to go to King Island all that time ago and not an idea others were all that keen about. The Superintendent had found a Fair Dinkum Mug who did not protest too much. However, the locals on board were a friendly bunch. Out over the sea, we began to lose altitude and the tops of the waves were very close. The hostess was coming down the aisle and all passengers were moving to the right side of the plane, where I was sitting. The pilot must have been doing a bit of compensation up front. We came lower, with a rocky outcrop coming up on the right. Everyone was happy. Suddenly, we were so close to the rocks and so close to the water, there were seals everywhere. It was a wonderful experience. This is a memory I will always have. In a time of trepidation, I was encour-aged by a happy atmosphere among people I was to be with. As to whether Reg Ansett would have been enthused, we will never know. I recall the wind-swept airstrip and the Spartan atmosphere

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