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Secondary Education for Canberra / Ø.7 /' 7? SECONDØ ``г / `" EDUCATION FOR CANBERRA Report of the Working Committee on College Proposals for the Australian Capital Territory Printed by Вегnaгd, Overman å Neander Pty. Ltd.. 28 Edward Street, Brunswick. Vic. 3056 20 December 1972 The Honourable Kim Beazley, l.P. Minister for Education Parliament House CANBERRA. A.C.T. 2600 Dear Mr Beazley On 30 November 1971, following the publication by your Department of a plan- ning proposal involving the restructuring of secondary education in the A.C.T., the Minister for Education and Science at that time, the Honourable Malcolm Fraser, approved the formation of a Working Committee to examine the issues involved and to develop a firm proposal that could be put to him. This Committee was to consist of representatives nominated by the A.C.T. Council of Parents' and Citizens' Associations, the A.C.T. Secondary Teachers' Association, the A.C.T. Secondary Principals' Council, the New South Wales Department of Education, and the then Commonwealth Department of Education and Science. At our first meeting we agreed to invite a representative of the Canberra Branch of the Technical Teachers' Association. Because of the need for early decisions to be made concerning the designing of new buildings, we wrote to Mr Fraser on 31 May 1972 to convey our initial recommendations. The text of this letter has been substantially incorporated in this report (paragraphs 3.34-6, 3.46, 3.49-52, 7.107-8). Mr Fraser met the full Committee on 8 August to discuss our interim report, and on 10 August, he announced that he had accepted our main recommendations, covering the construction of new colleges and new style high schools, and the con- version of two existing high schools into colleges. He said that he had noted the Committee's other recommendations about the preparatory arrangements that should be made and had asked his Department to take these into account. In the light of evidence based on enrolment projections not then available, we have in this Report varied our recommendation concerning which high school in South Canberra would most suitably be converted to a college. The matter is dis- cussed fully in Chapter 9. In all other respects, our recommendations are unchang- ed. We understand that it is rare, if not unique, for such a major educational inquiry in Australia to be undertaken by a representative committee of parents, teachers and departmental officers. We believe that the working of this Committee has prov- ed the value of parents and teachers being involved in educational planning. We wish to record our conviction that there should be continuing participation by parents and teachers in the planning of colleges and high schools. iii The text of this Report has been agreed to by every member of the Committee, and we are unanimous in our recommendations. We have the honour to submit our Report. Yours sincerely Chairman 1 % i ` «VV. ё i ,' Č.: с-- v- 7 J . ^ ‚L ?\L.' ‚.‚. ,,.-,... __ Г -{ t ( iv WORKING COMMITTEE ON COLLEGE PROPOSALS FOR THE A.C.T. MEMBERSHIP CHAIRMAN: Rev. Richard James Campbell, M.A. (Syd.), B.D. (Syd.), D.Phil.(Oxon.), M.A.C.E. MEMBERS: A.C.T. Council of P. & C. Associations John Walter Nesbitt Riddell, B.Sc.(Econ.) (Lind.) Kenneth Allison Townley, В.Sc.(Lond.), A.R.C.S., M.Aus.I.M.1. Hugh Douglas Waring, В.Sc.(Syd.), M.A.I.A.S. Alternate Representatives Kathleen Agnes Abbott James Alan Barnard, B.Еc.(Syd.), Ph.D. (A.N.U.) A.C.T. Secondary Teachers' Association Lance Edward Harold Chapman, B.A. (U.N.E.) Alternate representative until 2 May 1972. Permanent thereafter. Richard Roger Lee, B.A. (U.N.E.) Milton Edgar March, В.Sc., Dip.Ed.(Syd.) Peter William Ian O'Connor, В.Sc. (A.N.U.) Permanent representative until 26 April 1972. Alternate Representative Barry Price, B.A., Dip.Ed. (Syd.) Technical Teachers' Association, Canberra Branch Bruce Campbell Davy, Building Certificate, Building Foreman & Clerk of Works. Alternate Representative Donald Bruce Hughes, M.Sc. (N.S.W.) A.C.T. Secondary Principals' Council Vivian Arthur Henry Judd, B.A. (Syd.) Alec Joseph McPherson, В.Sc.(Syd.) Roy William Wheeler, В.Sc., Dip.Ed.(Syd.) Alternate Representative Kenneth George Gollan, В.A.(Syd.) N.S.W. Department of Education John Robert Breen, В.Sc., Dip.Ed.(Syd.), M.A.C.E. Eric Mervyn Dukes, B.A. (Syd.), M.A.C.E. v Department of Education Bruce Charles Campbell, B.A., Cert.Ed.(Tas.).Permanent representative until 12 September 1972. Neil Russell Edwards, B.A., M.Ed. (Syd.), A.B.Ps.S., М .A.Ps.S., M.A.C.E. Brian Paul Peck, B.A. (U.N.E.). Permanent representative from 12 September 1972. Ray Phillip Sadler, B.A. (U.N.E.), B.Ec. (A.N.U.), M.A.C.E. Alternate Representatives Reginald Alan Foskett, М .A.(Syd.), M.A.C.E. Benjamin Ronald Williams, B.A.(Econ.)(W.A.) SECRETARY: Linda Margaret Jones, B.A., Dip.Ed. (Adel.) Until 25 August 1972. Marie Janice Cullum, B.A., T.S.T.C. (Melb.). From 28 August 1972. vi Contents Committee membership v I The Historical Background 1 Il The Changing Social Context 8 Knowledge 8 Society 9 Secondary school population 16 Schools 25 III The College Proposal 29 Implications of change 29 Alternative possibilities 31 Colleges 34 Functions and purposes 39 Implementation 43 IV Curricula 45 Introduction 45 Objectives 45 Curriculum structures 47 Outline of curriculum framework 48 Curriculum Advisory Board 53 Guidance 55 V Examinations 57 What is an examination? 57 The purpose of examinations 58 The assessment of examinations 58 The effectiveness of an examination 59 The reliability of examination results 60 The predictive validity of examinations 61 Effect of examinations on curriculum 63 Effect of examinations on student and teacher 63 Effect of examinations on education and society 65 Alternatives to examinations 65 Conclusions 67 VI Government 71 Introduction 71 The role of the Education Authority 73 Membership of councils 74 The educational program 74 Financial management 76 Staffing 76 Internal administration of colleges 77 The operation of the councils 78 v11 Contents Interim councils 78 High schools 79 VII Staffing 80 Introduction 80 Staffing and career structures 83 Special staffing matters 87 Continuing education of professional staff 92 The teaching establishment 94 VIII Educational Facilities 97 Educational materials and equipment 97 Relocation of existing resources 100 College and high school buildings 101 Resources centre 104 IX Implementation 106 General considerations 106 Strategies 110 Summary of Recommendations 115 Appendixes 123 A. List of submissions received 124 B. Secondary school student survey • 126 1. First Report — Canberra students 127 2. Second Report — Comparative study 158 C. Staffing structures 180 1. Extracts from Summary of Recommendations, Neal Radford Report 180 2. Submission on possible promotion structures from T. Bardsley 181 D. Tables on school populations during transition 183 vili CHAPTER 1 The Historical Background 1.1 For the past sixty years, education in the public schools of the Australian Capital Territory has proceeded within the framework of an agreement between the Commonwealth and New South Wales Governments arrived at in exchange of letters in the years 1912-13 between the then Prime Minister and the then Premier. 1.2 It was agreed that the New South Wales Education Department would con- tinue the administration of education in the federal area by (a) the appointment and control of the teachers, (b) the inspection of the schools, (c) the maintenance of ex- isting school buildings, (d) the direction of the instruction in accordance with the New South Wales Public Instruction Act of 1880 and Regulations thereunder. It was also agreed that the erection, repairs, and maintenance of all school buildings be carried out and paid for direct by the Commonwealth Department of Home Af- fairs, a responsibility now carried out by the Commonwealth Department of Education. The terms of this agreement were restated in another exchange of letters in 1950, which incorporated a variation in connection with the staff of the new Canberra Technical College. 1.3 The New South Wales Public Instruction Act, referred to in these arrangements, has been amended some ten times since 1902, the most recent amendments being the Education Act, 1961, and the Education Act, 1961-1968. These Acts followed the acceptance by the N.S.W. Government of proposals for the reorganisation of secondary education in New South Wales contained in the Report of the Committee on Secondary Education of 1957'. This committee of ten, whose membership covered a broad range of educational and community interests, met over the period 1953-1957 under the Chairmanship of Dr H.S. Wyndham, then Director-General of Education in N.S.W. Changes thus made within the educational system provided by the N.S.W. Department have necessarily had effects on the organisation and educational objectives of schools in the Australian Capital Territory. The resulting structure accordingly has determined the im- mediate background to our investigation. 1.4 Since 1962, through the implementation of the N.S.W. Education Acts, 1961 and 1961-1968, public secondary schools in the A.C.T. have become comprehensive and non-selective, and have maintained their co-educational character. In Form 1 of the secondary school, a course of English, language study, mathematics, science, social studies, music, art, craft, physical and health education, and guidance, com- mon to all students is designed to provide teachers, students and parents with, amongst other things, initial means of selecting future courses to meet the needs, in- terests and abilities of the students. These future courses in Forms 2-4, consist of two subjects elected by the student as well as further studies in English, mathematics, science, one of history/geography/social studies, with a variety of courses within each subject and further experience in music, art or craft, and physical and health education.
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