DOCSLIB.ORG

A Background to Rural Education Schooling in Australia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Background to Rural Education Schooling in Australia [ournal of Research in RuralEducation, Spring, 1994, Vol. 10, No.1, 48-57 A Background to Rural Education Schooling in Australia Andrew H. Higgins Department of Education, Queensland Iintroduce abriefhistoryofrural education in Australia byfirst providing ageographical description ofthecountryand thenbydiscussing thedevelopment ofeducation in remote areas. I then consider thehistory ofrural education in onestate, Queensland, as an illustration of developments elsewhere in the country. I conclude by considering the impact the Commonwealth government had on Australian rural education since the1960s. Introduction school buses. Secondary education is provided by adding secondary teachers to a primary school This article sets an historical perspective on secondary department when there are sufficient rural education in Australia. Australia's educa­ students to warrant the provision of at least five tion began by copying the English system, famil­ secondary school teachers. The minimum num­ iar to the first white immigrants, until factors of ber would be about 40 students. Most places great distance, harsh climate, and sparse popula­ having 300 secondary-aged students would war­ tion produced a peculiarly Australian education rant the establishment of a secondary school. Dis­ system. It is based on centralised state bureaucra­ tance education services may be provided to any cies which supervise and administer the human, student who lives too far away to attend a school, physical, and financial resources comprising edu­ and to the smallest secondary departments when cational service delivery. They also determine the curriculum expertise for specialist subjects cannot curriculum. Australian rural education has been be found among the four or five secondary teach­ characterised by the themes "free, secular, and ers. It should be apparent from the following compulsory." Pragmatism, and a consideration description that each state government is respon­ for efficiency and economy, also shape rural edu­ sible for providing education to all students and cation in Australia. Rural educators, in their at­ that distance education is a method of ensuring tempts to overcome the difficulties of remoteness that provision. There is no significant involve­ and isolation, have become world leaders in adopt­ ment of the non-government schools sector in the ing and modifying a range of techniques to cater provision of distance education, except for the for their clients. establishment of boarding schools (Common­ Anyone who writes in the area of rural educa­ wealth Schools Cornission. 1988). tion must come to grips with the problem of defi­ nitions. For the purpose of this article, and in Geography keeping with the pragmatic nature of Australian educational administrators, the following may Australia is a low, slightly oblate, continent­ suffice. States have attempted to provide the characterised by a dry interior and a tropical north­ minimum one-teacher primary school where ap­ ern third. Running down the eastern edge is the proximately 10 pupils could be guaranteed to at­ Great Dividing Range. To the west of this range tend daily. This usually meant that those children lie rolling plains drained by the Murray-Darling lived within a radius of five kilometres of the river system. Further to the west, the land be­ school in rural areas when the horse transported comes even drier to the point where it no longer students. The same regulations apply today but supports large trees. On the western side of the many families travel up to 90 minutes daily to Nullarbor lies the Archaean Plateau and a hot, attend a school, using either private vehicles or Andrew H. Higgins is Senior Policy Officer (Regional Operations) in the Department of Education, 30 Mary Street, Brisbane, Queensland 4000, Australia. He also lectures in rural education at the University of Queensland. 48 Higgins Schooling in Australia dry, western coast. The dry inland is characterised nists settled the land, dispossessing the by weathered low ranges and deserts, brought to Aboriginals in the process. Blainey (1975) esti­ bloom by infrequent rainfall. Monsoon rains flood mated that there were 300,000 Aboriginal people the land in the northeast, but most of this water in Australia in 1788. Today, there are 17 million drains away from the inland. That which finds its Australians. way south evaporates in the large inland basins. Meinig (1972) schematised the development The Kimberley mountains in the northwest are of remote communities. Australia passed through heavily dissected and very sparsely populated. A its frontier development stage by 1900. With the small island, Tasmania, lies off the southeast coast. movement of people through the outback came Australia's distance from west to east is about the spread of an education system, based very 4000 km and a little less from north to south. much on the beliefs and cultures prevalent in the Before white people arrived in numbers, Aus­ United Kingdom. tralian indigenous people lived off the land in a The history of education in Australia is cov­ nomadic manner. Historical records suggest that ered well in standard texts by Barcan (1980), Aus­ Aboriginal people have lived in this way on the tin (1972; Austin & Selleck, 1975), and Goodman (1968). Pictorial histories can be found in continent for upwards of 60,000 years. The white -: population is concentrated in a crescent from Burnswood and Fletcher (980) and HoIthouse Brisbane on the mid-east coast through Sydney (975). These publications provide detailed histo­ and Melbourne in the south to Adelaide on the ries of the most significant themes and events mid-south coast. The city of Perth lies on the affecting the entire educational spectrum for the lower west coast and Darwin on the mid-north periods in question. coast. In addition, there are the north coastal Distance education is a sub-set of general edu­ cities of Cairns and Townsville and the inland cational provision and has been influenced by the cities of Mt. Isa, Alice Springs, Broken Hill, and same factors, albeit much compounded by geogra­ Kalgoorlie. Population in the remainder of the phy and sparsity of population. This paper will inhabited country is found in small townships on consider some of the broader implications of the transport lines or in stations and properties (i.e., development of distance education services, espe­ large farms). Most Aboriginal people live in ur­ cially as such provision had, and continues to ban cities or towns. Only a few maintain a tradi­ have, a great impact on teachers working in rural tional lifestyle. Torres Strait Islanders live on areas. islands to the north. Educational provision in rural and remote ar­ The size of Australia, the characteristics of its eas has been a matter of providing teachers and landforms, the sparsity of inland rainfall, and the schools to places where sufficient students could colonial history of its political boundaries explain, be brought together for the purpose of instruction. in part, how Australians see themselves. They do By definition, then, there have always been places so not as urban dwellers, but as rugged outdoor where there were insufficient students to warrant individuals capable of enjoying life in both the the provision of a teacher as the first priority, or bush and the surf. The Australian rural myth, the establishment of a school as a second priority. centred on songs like Waltzing Matilda and poems This does not mean that there was no educational like Dorothea MacKellar's My Country ("1 love a provision in Australia, even before the arrival of sunburnt country"), perpetuate the quintessential Europeans. Australian image. This Australian image commenced in 1788· Early History when Captain Arthur Phillip disembarked some 1,030 British migrants at Sydney Cove. The main Prior to the arrival of white people in Austra­ problem during the first 30 years of British settle­ lia, Aboriginal and Torres Strait Islander people ment was to keep the convicts, soldiers, and offi­ provided education to children. The curriculum cials alive. The historical records of Australia consisted of detailed knowledge of the social sys­ showed the English government's neglect to send tem, factual knowledge of nature, vocational skills, regular food supplies. This, when combined with and knowledge of ideology and beliefs. Each loss of seed during the shipment and drought, group of people used instructors to impart knowl­ resulted in what might be called the "hungry edge, success being indicated by rites of passage years" (Greenwood, 1968). Nevertheless, the colo- or initiation. Methods of instruction involved 49 Higgins Schooling in Australia repetition of songs and dances, storytelling, imi­ to provide education for its followers, but found it tation of elders' behaviour, and ceremony. difficult to accommodate needs in the rural areas. The arrival of white people's education in 1788 The Anglicans, being the predominant English meant the importation of an English system based religion, attempted to monopolise educational on the capacity of churches to organise education for provision, but were unable to do so. young children. The first schools taught children of The Anglican Church sought to establish its military and convict families the rudiments of literacy educational monopoly through the Church and and numeracy, often using the Bible as the basic text­ Schools Corporation, using funds the church hoped book. Various governors found teachers among the to receive as income from one tenth of the land. soldiers and convicts, especially among the women, This money did not materialise and opposition whose incapacity for heavy labour precluded them from other religious sects quickly arose. Gover­ from early colonial work. For example, in 1798 the nor Bourke adopted a tolerant view towards vari­ Anglican Reverend Richard Johnson combined three ous religions in Australia by abolishing the Church classes under one roof to teach between 150-200chil­ and Schools Corporation, establishing state aid to dren (Barcan, 1980). By October 1798, convicts suc­ schools, and favouring non-denominational edu­ ceeded in burning the school.
Load more

Recommended publications
  • Heritage of the Birdsville and Strzelecki Tracks
    Department for Environment and Heritage Heritage of the Birdsville and Strzelecki Tracks Part of the Far North & Far West Region (Region 13) Historical Research Pty Ltd Adelaide in association with Austral Archaeology Pty Ltd Lyn Leader-Elliott Iris Iwanicki December 2002 Frontispiece Woolshed, Cordillo Downs Station (SHP:009) The Birdsville & Strzelecki Tracks Heritage Survey was financed by the South Australian Government (through the State Heritage Fund) and the Commonwealth of Australia (through the Australian Heritage Commission). It was carried out by heritage consultants Historical Research Pty Ltd, in association with Austral Archaeology Pty Ltd, Lyn Leader-Elliott and Iris Iwanicki between April 2001 and December 2002. The views expressed in this publication are not necessarily those of the South Australian Government or the Commonwealth of Australia and they do not accept responsibility for any advice or information in relation to this material. All recommendations are the opinions of the heritage consultants Historical Research Pty Ltd (or their subconsultants) and may not necessarily be acted upon by the State Heritage Authority or the Australian Heritage Commission. Information presented in this document may be copied for non-commercial purposes including for personal or educational uses. Reproduction for purposes other than those given above requires written permission from the South Australian Government or the Commonwealth of Australia. Requests and enquiries should be addressed to either the Manager, Heritage Branch, Department for Environment and Heritage, GPO Box 1047, Adelaide, SA, 5001, or email [email protected], or the Manager, Copyright Services, Info Access, GPO Box 1920, Canberra, ACT, 2601, or email [email protected].
    [Show full text]
  • South Australia
    Directorate for Education and Skills Innovative Learning Environments (ILE) System Note SOUTH AUSTRALIA Prepared by Dr Susanne Owen, Principal Officer Strategic Research and Innovation Leader, Innovative Learning Environment (ILE) project, Department for Education and Child Development (DECD) Policy and Communications Directorate Introduction In late 2010, the South Australian Department for Education and Child Development (DECD) became an invited education system within the Organisation for Economic Cooperation and Development’s Innovative Learning Environment (ILE) project. Seven South Australian public education sites provided evidence of meeting the ILE innovation criteria and were accepted for the 150 Universe cases. One DECD senior secondary school underwent academic research and was selected as part of the ILE Inventory of the 30 most innovative sites across the 26 countries involved. Throughout 2011, various approaches were implemented by a small team to build the innovation momentum beyond individual sites in DECD. Strategies included conferences, establishing a website and newsletters to share innovative practices, undertaking research and creating a community of practice involving the most innovative schools coming together for school visits and sharing. DECD innovation leaders also travelled overseas as conference presenters and participants. Additionally, a Research and Innovation framework was developed, and a cross-department governance body established. By late 2011, innovation became part of the DECD Strategic Plan 2012-2016, with a focus on equity, excellence and sustainability. Identifying and up- 2 Directorate for Education and Skills Innovative Learning Environments (ILE) System Note scaling innovation, as well as establishing system-wide directions for innovation has become an increasingly significant focus for the future. The broader government context has also been transformed through a structural reorganisation which provides an increased emphasis on children’s education and welfare through the provision of more integrated services.
    [Show full text]
  • Australian Legal Education at a Cross Roads
    AUSTRALIAN UNIVERSITIES’ REVIEW Australian legal education at a cross roads Pauline Collins University of Southern Queensland With globalising transnational corporate law firms, high rates of depression among law students and lawyers, and a changing role for lawyers in the world of dispute resolution, academics and professional bodies have been doing some soul searching. They are pondering just what is required in a law degree to train future lawyers adequately. This article discusses the current positioning of law degrees and draws together some of the diverse trains of thought arguing for the adoption of different directions. The article discusses adopting a collaborative rather than an adversarial emphasis as a particular path that could address some of the changes and dilemmas raised. Keywords: law degrees, legal training, legal education, alternative dispute resolution, ADR Introduction Australia highlights the challenging employment market for new university graduates … just 71.3 per cent of Australian law degrees in the newly proposed deregulated bachelor degree graduates had jobs four months after market of higher education, are forecast to incur a leaving university in 2013, compared with 76.1 per cent $100,000 student loan debt with a six per cent interest in 2012. The decline was particularly acute among law, rate (Nelson, 2015a; Lewis, 2015; Pash, 2014). Therefore, accounting and civil engineering graduates’. the need to ensure the law degree provides graduates The world of law practice and the nature of law with the training needed to become gainfully employed firms are also rapidly changing under the influence has never been more important. After graduating from law of corporatisation and globalisation.
    [Show full text]
  • What, in Heaven's Name, Are We Teaching Our Children?
    What, in heaven’s name, are we teaching our children? Religion and social inclusion in Australian public schools. Public school religion and inclusion 0 A dissertation by Catherine Byrne, BA (Comms.), Charles Sturt University MA (Stds. Religion), University of Queensland Centre for Research on Social Inclusion, Macquarie University Submitted as a thesis by publication, for the degree requirements of DOCTOR OF PHILOSOPHY, Social Inclusion under supervision of: Associate Professor, Marion Maddox, PhD, PhD Director, Macquarie University Centre for Research on Social Inclusion and Dr Anne McMaugh, Macquarie University Department of Education. January, 2012 Candidate Declaration I certify that the thesis entitled ‘What, in heaven’s name, are they teaching our children? Religion and social inclusion in Australian public schools’ and submitted for the degree of Doctor of Philosophy, Social Inclusion, is my own work. It is the result of my own research, except where otherwise acknowledged and has not previously been submitted as part of the requirements for a higher degree to any institution other than Macquarie University. I declare that all information sources and literature used are appropriately acknowledged. Research presented in this thesis was endorsed by the Macquarie University Ethics Committee: HE27FEB2009-D06341. Signature: ........................................... Date: ………… Student ID: 41564472 Public school religion and inclusion 1 Acknowledgements In heaven’s name grew from intrigue. I had completed a Masters in the Study of Religion and begun a Diploma of Education. I could not, however, combine my desire to teach in public education with my specialty subject. The public ‘secular’ system did not want religion teachers and the religious school system wanted religion taught in a rigid way.
    [Show full text]
  • Religious Freedom and Education in Australian Schools
    laws Article Religious Freedom and Education in Australian Schools Paul Babie Adelaide Law School, The University of Adelaide, Adelaide, SA 5005, Australia; [email protected] Abstract: This article examines the constitutional allocation of power over primary and secondary education in Australia, and the place of and protection for freedom of religion or belief (FoRB) in Australian government and religious non-government schools. This article provides both an overview of the judicial treatment of the constitutional, legislative, and common law protection for FoRB and a consideration of emerging issues in religious freedom in both government and religious non-government schools, suggesting that the courts may soon be required to provide guidance as to how the available protections operate in both settings. Keywords: Australia; education; freedom of religion; constitution; free exercise; section 116; implied freedom of political communication 1. Introduction This article examines the place of and protection for freedom of religion or belief (FoRB) in Australian government primary and secondary education (‘government schools’) 1 and in religious non-government schools. In order to understand that place, it is necessary to outline the legal foundations for education in Australia as well as the protection of FoRB Citation: Babie, Paul. 2021. Religious in Australian law. Australia, like the United States, is a constitutional federal democracy; Freedom and Education in Australian as such, the legal foundations for education involve an uneasy balance of federal (national, Schools. Laws 10: 7. https://doi.org/ or Commonwealth) and state and territory (regional) law and policy. This means that no 10.3390/laws10010007 one unitary source exists for the foundation of government schools, its funding, and for the protection of FoRB.
    [Show full text]
  • Outback, Gulf and Western Downs Experiences Development Strategy
    Outback, Gulf and Western Downs Experiences Development Strategy Final Report October 2011 Acknowledgements EC 3 Global would like to thanks all of the tourism operators, community members and organisations who gave up their time to assist with this project. Disclaimer Any representation, statement, opinion or advice, expressed or implied in this document is made in good faith but on the basis that EC3 Global is not liable (whether by reason of negligence, lack of care or otherwise) to any person for any damage or loss whatsoever which has occurred or may occur in relation to that person taking or not taking (as the case may be) action in respect of any representation, statement or advice referred to in this document. Page 2 Contents 1. Why an Experience Development Strategy? ACRONYMS 2. Finding the Unexpected 3. Understanding the ‘Experience Seeker’ ATDW Australian Tourism Data Warehouse 4. Target Markets & Competitive Positioning DERM Department of Environment and 5. Defining a Vision Resource Management 6. Hero Experiences EDS Experience Development Strategy 7. Celebrating Regional Differences OQTA Outback Qld Tourism Association 8. Ten Truly Unique Experience Themes TQ Tourism Queensland 9. Product and Promotional Opportunities TA Tourism Australia 10. Recommendations Page 3 1. Why prepare an EDS? The marketing and strategic direction of Tourism Queensland Taking an experiences approach means: and Tourism Australia is based soundly in consumer research. What that research shows is that consumers are motivated to travel by the experiences they take home- not the products • A shift from traditional tourism marketing and that they purchase. The way to reach these ‘experience development to focus on visitor experiences and seekers’ is to understand that their motivations are aligned to emotional benefits their values, not their age or gender.
    [Show full text]
  • Educational History
    DOCUMENT RESUME ED 353 188 SO 022 494 AUTHOR Lawson, Max; Hutchinson, Frank TITLE Peace Education in Australia: The Legacy of the 1980s. Peace Education Miniprints No. 27. INSTITUTION Lund Univ. (Sweden). Malmo School of Education. REPORT NO ISSN-1101-6418 PUB DATE Mar 92 NOTE 15p. PUB TYPE Information Analyses (070) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Educational Change; *Educational Development; *Educational History; Educational Policy; Elementary Secondary Education; Foreign Countries; Higher Education; *International Education; International Organizations; *Peace; *Politics of Education IDENTIFIERS *Australia; *Peace Education ABSTRACT After a brief introduction to the historical background of the peace education movement in Australia, this paper surveys major events concerning peace education in Australia in the 1980s. Peace education efforts in Australia have experienced successes as well as setbacks, and that the fate of such efforts often is at least in part, related to national and local political forces.(DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT Of EDUCATION Office of Educational Research and Improvement EDUC DONAL RESOURCES INFORMATION CENTER (ERIC) is document has beenreproduced as received from the person or organization originating IL Minor changes have been made to improve reproduction Quality Points of view Of opinions stated in this docu- ment do not necessarily representofficial OERI position or policy "PERMISSION TO REPRODUCETHIS MATERIAL HAS BEEN GRANTEDBY TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC)." PEACE EDUCATION IN AUSTRALIA: THE LEGACY OF THE 1980s Max Lawson and Frank Hutchinson Department of Social, Cultural and Curriculum Studies University of New England Armidale, New South Wales, Australia It may be useful now to take stock of the situation of peaceeducation in different parts of the world.
    [Show full text]
  • “Better Schools” in Tasmania
    “Better Schools” in Tasmania From a TPA perspective it’s essential any reform drives transformation by focusing on 3 areas: 1. Creating empowered and highly effective school leadership - the single biggest driver in achieving Melbourne Declaration Goals 1 and 2 by 2025. 2. Improving and maintaining quality teaching. 3. Achieving real improvement in student outcomes, through consultation with experienced educational experts and research. This paper is a best effort at describing the implications of the proposed reforms in education associated with the funding and program arrangements that are currently being negotiated between Canberra and Tasmania. It is based on information found on the DEEWR, Better Schools web site. Can we afford Gonski type funding? Some Background From Jan 1, 2014 education in Australia will be guided by a new Education Bill. This Bill is currently “in Parliament”. Regardless of the outcome of negotiations between the federal government and Tasmania, from Jan 1, 2014 Australian education will reflect this new legislation. The Bill will be developed through what is known as The Better Schools Legislation. This can be found at http://www.betterschools.gov.au/australian-education-bill . There are 2 distinct elements to the proposed Bill. A set of clearly defined priorities that will shape the future work of schools, teachers and principals. Whilst these priorities have attracted little media attention they have the potential to be the significant legacy of this reform. A resource model for distributing money to states. This is the element that has attracted most media interest as it describes both how and how much money is to flow from government to schools.
    [Show full text]
  • Children and Schoolwork in New South Wales, 1860-1920
    University of Wollongong Research Online Faculty of Business - Economics Working Papers Faculty of Business and Law January 1999 Children and schoolwork in New South Wales, 1860-1920 M. Murray University of Wollongong Follow this and additional works at: https://ro.uow.edu.au/commwkpapers Recommended Citation Murray, M., Children and schoolwork in New South Wales, 1860-1920, Department of Economics, University of Wollongong, 1999. https://ro.uow.edu.au/commwkpapers/18 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] University of Wollongong Department of Economics Working Paper Series 1999 Children and Schoolwork in New South Wales, 1860-1920 Maree Murray WP 99-15 1 ‘Children and schoolwork in New South Wales, 1860-1920’ A boy named Bell walked out of school on Monday at 3.30 to escape his Euclid.1 I was always fond of poetry and I'd always have to stand up and say poetry. I used to be able to learn real quick.2 I suppose it would be reading, writing and arithmetic.3 Teachers are to instil into the minds of their pupils the necessity for habits of orderly and modest behaviour, as well as obedience to teachers, and to the rules of the School. Pupils should also be trained to exhibit respect for the property of others, whether public or private; to regard the feelings of their fellows; to be honest and truthful, diligent under instruction, and conscientious in the discharge of every duty.4 Did master Bell ever face his Euclid? Unfortunately the source leaves that question unanswered.
    [Show full text]
  • Not S O Old School
    Report N O T SO O L D S C H O O L A radical 1950s project designed to educate children stranded in remote Australian cattle stations is now thriving – and its success has a lot to teach us about homeschooling in lockdown, says Jonathan Margolis f there is one thing about the past few tions in the Australian outback have been ‘As for how being homeschooled outside it was 45 inside. Most of his play was months on which there is near global con- educated remotely. equipped me for life,’ Tanya says, ‘it set me spent hunting with Aboriginal children who Isensus, it is that remotely educating chil- Until 2003, this wasn’t even done on the up so well. Admittedly, it didn’t offer social laughed at him having to spend from 8am to dren online has not been a great success. internet, but on shortwave radio. What’s skills or art or games, so we bush kids were 5pm learning by the radio. A viral YouTube rant in March by one more, in the 1950s, pioneering pupils of desperately shy, but my three Rs were well Cossons’ father was a policeman, and the Israeli mother of four, on only the second School of the Air, as the system is called, often and truly covered. Most importantly, it fos- police-supplied radio was ancient and often day of schools being closed, perhaps lived on properties with limited electricity, so tered in me a great love for learning. I went failed. A govie was also out of the question.
    [Show full text]
  • Framing Paper: Religious Education in Australian Catholic Schools
    FRAMING PAPER Religious Education in Australian Catholic Schools ISBN: 978 0 6480479 2 6 (Print) 978 0 6480479 3 3 (Online) Design & Print: theLMent.com © 2018 by National Catholic Education Commission This work, Framing Paper – Religious Education in Australian Catholic Schools, is licensed under the Creative Commons Attribution-NoDerivatives 4.0 International Licence. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nd/4.0/ The Bishops Commission for Catholic Education, acting on behalf of the Australian Catholic Bishops Conference, endorses fully this Framing Paper published by the National Catholic Education Commission. We commend it to all engaged in the religious education, catechetical and evangelisation ministries of the Church. We suggest that it be entrusted along with the diocesan religious education curriculum to all teachers of religious education in Catholic schools in a commissioning ceremony at a suitable whole-of-school occasion. The NCEC Faith Formation and Religious Education Standing Committee composed the Framing Paper. We thank its members for this outstanding and excellent piece of work. +Archbishop Timothy Costelloe SDB Chair, Bishops Commission for Catholic Education 1 December 2017 National Catholic Education Commission 4 Framing Paper • Religious Education in Australian Catholic Schools INTRODUCTION The desire for God is written in the This Framing Paper uses the term “Religious human heart because the human person Education” to refer to the learning area is created by God and for God.1 From of Religious Education and its formal our earliest moments, every person lives curriculum, that is the classroom learning within the gracious offer of God’s life and and teaching of religion.3 This Framing love.2 Children and young people grow in Paper situates the Religious Education awareness of themselves and search for learning area within the overall mission meaning and purpose in their lives and in of the Catholic school.
    [Show full text]
  • NEWSLETTER Issue 81 April 2019
    Isolated Children’s Parents’ Association of the Northern Territory NEWSLETTER Issue 81 April 2019 Many thanks to the Connellan Trust and SIBA Ships for their generous support of the NT ICPA ventures in 2019 Goodbye and Hello from our Immediate Past and Present Presidents Hello Everyone, It is my absolute pleasure to sign off with this, relevant to my portfolio to email me directly on my last president’s brief for Down the Track, and [email protected] hand over to incoming NT ICPA President Sarah I would like to wish Sarah all the very best for her Cook. term. The current NT ICPA State Council, voted in My last three years as State President have been at our recent State Conference in Katherine, are a wonderful, I have fostered some amazing strong and incredible group of passionate parents relationships right across the country, and who will no doubt be of constant support and friendships within the ICPA community which will motivation. Welcome to the new councillors be long-lasting. Amanda, Kerrie and Amber who join returning councillors Anna, Bec, Suzanne, Sally, Sarah M, NT ICPA Council have achieved a few milestones Sarah C and myself. during my term as president which I’m very proud of and will carry on for some time to come. As I step into the Thank you to everyone who has supported me in my role during the Immediate Past Presidents position for the next 12 months, I’d like last three years. to let everyone know I am retaining the Technology and Cheers for now, Tiani.
    [Show full text]