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The Northern Territory’s education funding strategy is a heavy hit for already severely disadvantaged students at remote schools.

Feeling the heat

W

ith schools around Australia devastated at news that the federal government is breaking its promise to fund the final two years of the Gonski reforms, schools in the Northern Territory are facing a double whammy. The federal government handed an extra $272.5 million to the NT to spend on government schools for 2014 to 2017, despite its refusal to sign on to the Gonski agreement. But it appears that the government has not only pocketed the windfall, it’s reduced the amount it spends on schools from its own budget. An AEU analysis of the NT budget shows that, in the last three financial years, funds to government schools have fallen by $28 million — almost $1,000 less per student each year. But the extra federal funds can’t be found in the budget papers. The NT government has admitted that some of the federal funding has been used to build two new schools rather than its intended use: new programs in schools. “When you look at the states rolling out programs funded by Gonski, you can see the difference it’s making to children’s participation at school,” says AEU president Correna Haythorpe. “But Northern Territory schools are losing funds instead of receiving more.” The cuts compound an already dire situation for remote schools. A major review of Indigenous education in the NT, completed two years ago by education consultant Bruce Wilson, found that many Indigenous children were worse off than at the time of the last comprehensive study in 1999.

Northern Territory schools are losing funds instead of receiving more.

Correna Haythorpe, AEU president

Staff cuts The declining education budget has also meant staff cuts and, in an alarming development, the Indigenous workforce has been hit disproportionately. The number of teachers has been cut by five per cent since 2012, while the education department workforce has dropped by 10 per cent. But in the last 12 months, the number of Indigenous workers employed by the department has been cut by about 15 per cent. A lack of consultation with Indigenous communities about their education needs has been a feature of the NT government’s approach. For example, a proposal for a standardised English-only curriculum will undermine the high importance

that communities place on bilingual education and jeopardise access to education for many children, says Haythorpe. Meanwhile, in the lead-up to the NT election this year, the government is thought to have softened its stand on a proposal to withdraw secondary schooling from some remote schools, forcing students to board in one of six major urban areas. Those who chose not to leave their communities were to be offered a basic numeracy and literacy program beyond Year 7. But AEU NT president Jarvis Ryan points out that successful secondary programs in remote communities are getting results. Last year saw the NT’s largest number of Year 12 Indigenous graduates. At 187, it was an eight per cent increase on the previous year. A total of 27 were from remote areas, says Ryan.

Funding excuse NT chief minister Adam Giles refused to sign up to Gonski, using the excuse that it would mean diverting money from schools in Darwin and Palmerston to remote schools. “That claim wasn’t true,” says Ryan. “Their funding would have increased by three per cent a year until 2017.” Importantly, remote NT schools would have been massive beneficiaries under Gonski, with most receiving funding increases of more than 50 per cent. “Giles likes to use the slogan ‘Developing the North’ but how can you have that strategy if you aren’t investing in your own people and making sure kids receive the best education,” says Ryan. ● AU STRAL IA N ED U CATO R 89 AU T U M N 2 01 6 1 5

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Educator autumn 2016  
Educator autumn 2016  

http://www.aeufederal.org.au/application/files/6014/5557/9431/Educator_Autumn_2016.pdf