Idea Transcript
1970 VICTORIA
EDUCATION
REPORT OF THE
MINISTER OF EDUCATION FOR
THE YEAR 1967-68
[Approximate Cost of Paper.-Preparatlon, not given.
Printing (260 copies), $2,860.]
By Authority: C. H. RIXON GOVERNMENT PRINTER, MELBOURNE.
No. 34.-[95 cents.}-8854/69.
CONTENTS
MINISTER'S REPORT FOR THE YEAR 1967-68 PAGE
Report of the Minister of Education
5
Report on Teacher Education
12
Report on Primary Education
24
Report on Secondary Education
35
Report on Technical Education
56
Report on Special Services
72
Statistical Information
84
Report of the Minister of Education
Education Department, Melbourne, 3002. 18th December 1969. I have the horror to submit the Report of the Minister of Education for the financial year 1967-68, the first full year of my holding of the portfolio. The year has been one of continued progress and of increased activity at all levels. The total number of pupils in classrooms has again increased ; there is an accompanying growth in the number of teachers employed and in the number of students in training in teachers' colleges. The general interest of the community in education is certainly increasing, as shown by the additional numbers of students remaining on longer for secondary and tertiary training, by the attendances of parents and friends at Education Week functions, and by the assistance given locally to schools by parents and friends' associations. PRIMARY DIVISION It is pleasing to record that the procedures introduced during the year to assist migrant pupils to learn English have proved effective. In this Division the size of classes is being progressively reduced, and subject courses are under continual review by special committees. Since practising teachers are strongly represented on every committee, it is expected that resulting courses will be eminently practical. Improvements are being effected in in-service training procedures. A new primary science course is to be introduced in 1971 and considerable thought has been given to the construction of the course and to the making of thorough preparation for its adoption. Teachers generally have readily accepted the improved school inspection procedures, and parent-teacher relationships have been maintained at a very high level. A general-purpose room is now included in new primary school buildings of at least ten classrooms. SECONDARY DIVISION In this Division intense interest has been shown in the problems of staffing. These problems remain, despite all the efforts of the Administration and the secondary teachers' colleges to mitigate them. Nevertheless, progress has been made, as will be shown under the heading of teacher training. There has been some student unrest, fortunately mild compared to the unrest displayed in other countries. Considerable activity has been shown in the field of curriculum revision, with the emphasis on the need for each school to assume the responsibility of examining its curriculum in relation to the community in general, the local community, and the needs of the pupils in the school. Tenders were let for the building of Stage I of Maryvale High School and Heatherhill High School. These schools are the first of a new design known as the courtyard or C 800 design. TECHNICAL DIVISION The year has revealed a strengthened community approval of technical education and an increased vitality in technical courses. These follow changes in diploma school government, increased financial recognition for tertiary teaching as an outcome of the Victoria Institute of Colleges Act, multiplication of sub-professional courses in answer to industrial needs, and broadened and enriched secondary level courses. Enrolments in diploma classes have been above expectation, more young people have accepted apprenticeship, and more Form Ill and Form IV students have remained on at school. The growth rate of teaching staff has exceeded that of school enrolments, but the demand for accommodation has not been satisfied in spite of the formidable number of new classrooms provided. SPECIAL SERVICES DIVISION Modern developments and accelerating growth over recent years have created a need to reorganise areas of administrative control and co-ordination and to appoint a Director of Special Services. The first such Director appointed was Mr. T. L. W. Emerson, B.A., B.Ed., M.A.C.E. With the integration of the special services as an immediate target, the Director of Special Services is responsible not only for the special education of all types of handicapped children but also for the eleven specialised Branches which serve children in primary, secondary, technical, and special schools.
6 TEACHER EDUCATION To try to meet the growing demand for teachers at all levels, every effort has been made to recruit and train all the qualified young people offering who have potential as teachers. The Education Department, in 1968, had over 10,000 students in training ; of these nearly 5,000 were training as secondary teachers. Courses of teacher education are under constant review. During 1968 a significant development was the introduction of the three-year course of training for primary teachers, another was the introduction of a four-year course of training for teacher-librarians for high and technical schools. The year 1967-68 saw also a number of developments in in-service education, including the introduction of an improved intern course of training for secondary teachers who are employed as unqualified temporary teachers, together with a steady increase in the number of teachers being assisted to secure university qualifications, including higher degrees. Television as a medium of in-service education was used for the first time in the latter part of 1967 and the experiment will certainly be repeated. Commonwealth funds are assisting in the building of teachers' colleges but further advances already planned in teacher education will depend largely on more major building projects. In all areas there have been displayed a vitality and an enthusiasm that augur well for the future of education in Victoria.
7
BUILDINGS AND GROUNDS The continuing increase in school population has made it necessary to maintain the high rate of providing classroom accommodation throughout the State. Altogether 1,041 classrooms were erected, together with many ancillary rooms such as offices, staff-rooms, store-rooms, and rest-rooms. There were 441 classrooms erected for primary schools, 289 for secondary schools, and 175 for technical schools, as well as 156 portable classrooms. Primary
Seventeen new primary schools were established during the year and 42 small schools were closed because of insufficient attendance. Buildings ranging from eight to seventeen classrooms were provided for newly established schools at Armata, Bell Park North, Boronia Heights, Churchill, Donvale, Greenwood, Keilor South, Keon Park East, Laverton North, Mentone Park, Milleara, Narmara, Ruthven, St. Albans Heights, Syndal North, and Wellington. Sub-standard buildings were replaced by new buildings at Acheron, Alberton, Brunswick South-west, Bullarook, Campbelltown, Congupna Road, Huntley, Mitcham, Modella, Morwell North, Nhill, Port Albert, and Sheep Hills. Additions of eight classrooms were provided at Middlefield and Wangaratta West. The erection of four or more classrooms was completed at Altona East, Bayswater, Brunswick North, Corio South, Dallas, Doncaster Park, Doveton North, Fairhills, Glen Waverley, Guthridge, Hallam, Hawksburn, Horsham North, Karingal, Lalor, Lyndale, Mooroolbark, and Springview. Three classroom additions were completed at Ascot Vale, Ferntree Gully, and St. Kilda. The construction of one or two classrooms took place at 62 primary schools throughout the State. Secondary
New high schools were established at Balmoral, Ferntree Gully, Keilor Heights, Pembroke, and South Melbourne. New secondary school buildings were occupied at Donvale, Geelong North, Hurstbridge, Moorleigh, and Upfield. Additional classrooms were erected at high schools and other institutions as follows : eighteen at Lalor ; twelve each at Dandenong, J. H. Boyd Domestic College, Koonung, Lyndale, Mount Waverley, and Parkdale, and at Toorak Teachers' College ; eleven at Colac ; nine each at Box Hill and Oberon ; seven at Preston East ; five at Swifts Creek H.E.S. ; four each at Banyule, Corryong, Hadfield, and Thornbury ; two each at Echuca, Foster, Ouyen, Queenscliff, and Shepparton G.H.S. Also one wool-classing room was erected at Nhill High School. Science blocks, which were provided with funds made available by the Commonwealth Government under the States Grants (Science Laboratories) Act, were erected at the following schools :-Two rooms each at Beaumaris, Bell Park, Colac, Dandenong, Donvale, Footscray, Geelong North, Moorleigh, Mornington, Niddrie, Nunawading, Reservoir, and Upfield ; one room at Corryong, Queenscliff, and Swifts Creek H.E.S. Also, a two-room science block conforming to Commonwealth standards was erected at the Hurstbridge High School. Technical
New technical school buildings were occupied at Shepparton South and Wodonga. New technical schools were established at Bell Park North, Lalor, Mildura South, and Warrnambool North. Additional classrooms were erected as follows :-Thirty at Prahran, eighteen at the Melbourne School of Printing and Graphic Arts, seventeen at Shepparton, fourteen at the Foundry School, eleven at the School of Hairdressing, ten at Northcote, six each at Richmond and Syndal, two at Wangaratta, and one at Echuca, Hamilton, and Traralgon. The cost of a number of the above additions was met from the Commonwealth Technical Training Grants. Portable Classrooms
One hundred and fifty-six new portable classrooms were erected. A total of 199 transfers between schools took place to provide temporary accommodation. There are now 702 portable classrooms in use. Subsidised Works
Financial assistance was granted to 70 schools to enable them to arrange for the erection of special buildings as follows :Primary Schools :-Libraries were erected at Bayswater, Bayswater North, Chelsea, Drouin, Forest Hill, Corio, Greythorn, Keon Park, Kilsyth, Lalor, Mentone, Montmorency, Moorabbin Heights, Moorabbin, Moorabbin West, Morwell (Collins Street), Niddrie, North Shore, Overport, Pinewood, Reservoir West, Ringwood East, Rosanna, Rosebud, Springview, Syndal South, Warragul, Watsonia, Waverley North, and Wembley. Art/craft rooms were erected at Antonio Park, Greythorn, and Lilydale, and canteens were erected at twelve schools. Secondary Schools :-Assembly halls were erected at Ashwood, Bacchus Marsh, Dandenong, Kerang, Murrumbeena, Mornington, Norwood, St. Albans, Springvale, Sunshine, Warracknabeal, Wangaratta, and Warrnambool. Shelter pavilions were converted to change rooms at Moe, Morwell, and Warragul. Other major building projects were canteens at Blackburn South, Broadford, Camberwell, and Corryong.
8 Technical Schools.-An assembly hall was built at Dandenong, Mildura, Noble Park, Ringwood, and Williamstown Technical Schools. In addition financial assistance was granted for site development at a great number of primary, secondary, and technical schools.
Lands and Properties A total of 29 new sites were purchased at a cost of $1,463,487, and an amount of $684,801 was spent on the acquisition of extensions to 45 sites, The total expenditure on the purchase of lands and buildings, including residences, was $2,148,288. Residences.-Funds for the provision of residences were again limited to enable the school building program to proceed as rapidly as possible. However, twenty-eight residences were erected, fifteen purchased, and one was removed to a new location. Of these, thirty-nine were for teachers and five for caretakers. In addition, the women teachers' flats at the East Loddon Consolidated School were extended. Fencing.-The Department maintained progress with the fencing of school-grounds. were arranged for the erection of party and non-party fencing at numerous schools.
Contracts
Summary of Expenditure The total expenditure on school buildings and land for the year ended 30th June 1968 was $30,117,221. The following table gives a summary of the expenditure:Public Works Department
-
$
Capital Expenditure Maintenance Total
..
Education Department
Total
$
$
..
..
22,221,807
2,199,415
24,421,222
..
.. ..
..
..
4,828,709
867,290
5,695,999
..
..
..
..
27,050,516*
3,066,705
30,117,221
..
• Includes an amount of $2,938,479 .17, representing an on-cost charge to cover costs associated with design, supervision, and administration in the Public Works Department.
SPECIAL SERVICES (Most of the special education services are dealt with in the report of the Director of Special Services.)
Migrant Education The Education Department continues to administer Migrant Education from the Branch Headquarters at 200 Little Collins Street, Melbourne. Mr. R. P. McLellan, Acting Director of Primary Education, is the Officer in Charge. State and Commonwealth work together to provide a free language course for adult migrants. The Department of Immigration services the program, decides the policy, and meets the cost. The Commonwealth Office of Education and Science prepares textbooks, teaching materials, radio scripts, and recordings of radio lessons ; advises the State, and conducts in-service training sessions for teachers. The State Education Department is responsible for the organisation and conduct of classes, which are spread throughout the State. The teachers engaged in this specialised work are recruited from the ranks of the Victorian Teaching Service. The Supervisor, the Organiser of classes, and the Organiser of correspondence tuition, assisted by eleven correspondence tutors and eight clerical assistants, administer the Branch. Six advisory teachers visit various classes at frequent intervals to train and advise instructors in the situational method of teaching English. Six area supervisors supervise class organisation, classification of students, and general matters concerning centres. Most centres are located in Departmental schools. At the end of June, 263 classes were being conducted in the metropolitan area, 20 in the Geelong district, 12 in the Latrobe Valley, 21 in the Mildura district, 6 in the Myrtleford area, and 17 in other country areas-a total of 339. The effective enrolment of these classes was 5,143. Very little success has attended efforts to establish classes in factories, but morning and afternoon classes held at headquarters function very satisfactorily with frequent new enrolments. Five attractive air-conditioned classrooms have been provided and partly furnished by the Immigration Department. Each year a final English test is given to students who wish to be tested. This year 90 students passed their tests. A vacation school was held in August 1967 ; the Commonwealth Office of Education provided the lecturers and our advisory teachers gave demonstrations of situational teaching. The outcome was a valuable experience for the newer teachers and a stimulus to the more experienced. Eleven correspondence tutors ably direct the work of 2,116 correspondence students. Much of this work is very difficult because, if they are not constantly helped and encouraged, many students abandon the course.
9 Lessons that are broadcast daily assist students to practise planned drills in pronunciation, rhythm, and structure. For those not able to listen to the broadcasts, recordings are available at reduced rates. Community Interest The Good Neighbour Council has been interested and helpful. On several occasions the field officers of this body have stimulated migrants to attend classes that otherwise may have been discontinued. In the Myrtleford area, where there are about 3000 not very interested migrants, an English-speaking Italian has voluntarily assisted in organising eight classes which he visits regularly in an effort to keep up the attendance.
Although 67 per cent of the people in the Altona area and 42 per cent of children attending Fawkner North school are migrants, the number of adult migrants learning English in these areas is small indeed. The Ford Motor Company provides facilities for the holding of classes for their Fawkner employees, but here, as elsewhere in the State, the need for more effort to encourage the learning of English is apparent. This aspect of the work of the Branch is receiving special attention. School Transport Services During the year, the Department provided transport services over a total of 62,304 miles daily for 61,312 pupils attending State and registered schools. The cost was $6,499,620. The services included(a) 1253 school buses and 8 subsidised rail services operating in country areas ; (b) 46 locally-arranged transport services in country areas, which the Department is subsidising to the extent of three-quarters of the total cost ; (c) 67 services in the metropolitan area to schools for physically or mentally handicapped pupils ; (d) 40 temporary bus services for emergency transport. Throughout the State, pupils attending State secondary and primary schools and registered schools received conveyance allowances totalling $1,134,898. The entire cost of all school transport was $7,634,518.
RETIREMENTS AND DEA1HS
Primary Teachers Retirements The following teachers, all with very good Departmental records, completed their service during the year ended the 30th of June 1968 :Men
Frank W. Andrewartha, Raymond J. Bearlin, Charles J. Beasley, Warwick D. Bell, Wilfred N. Brook, John K. Campbell, Noel J. M. Caulfield, John P. Christie, Phillip G. Collyer, James F. Corr, John C. Cumming, Richard A. Dance, Ascencio P. Doherty, Phillip Downs, lan H. Drysdale, Alfred I. Dudley, Fred G. East, Harold C. G. Ellemor, John M. Elliott, Harry S. Gibbs, Donald R. Gow, Patrick J. Hession, Patrick L. Howe, Phillip F. Jenkin, Norman J. L. King, Maxwell J. Lee, Victor H. Louden, James A. Lyle, Edward R. McClean, Charles F. R. McDonald, George D. Mackrell, Keith MacLeod, Allan K. Martin, Murray S. Martin, James M. Menzies, George T. Middleton, James P. Nugent, Alfred Oppy, Eric L. Osborne, John P. O'Sullivan, Arthur F. Perkins, Charles W. Pitman, Albert J. Poletti, Leslie M. Pringle, Horace F. Punshon, Clarence V. Read, Clarence J. Rootsey, Clyde A. Roy, John V. Ryan, Ernest W. Sault, Francis P. Saunders, William A. Shakespeare, Cliffe J. Stafford, George W. Steed, George T. Stevenson, John H. Sturt, Charles A. J. Swan, Wilson J. Tayton, Frank J. C. Tilley, Ralph M. Trewella, Tom Twisse, Albert White, Arthur Williamson. Women
Mrs. Daisy I. Bearlin, Greta Mcl. Benson, Florence J. Bishop, Mrs. Elsie Bolton, Mrs. Ivy M. Boyle, Mrs. Margaret T. Braze!, Mrs. Idah Brooks, Rhieta L. Buchanan, Winifred L. Butcher, Wilma I. Butler, Margaret A. Bywaters, Mrs. Dorothy K. Cahill, Eileen L. Canty, Mrs. Frances H. Cassidy, Olive R. Carpenter, Agnes M. Carr, Mrs. Eileen M. Carter, Mrs. Jessie R. Chambers, Mrs. Pearl 0. M. Chapman, Mrs. Kathleen U. M. Christie, Mrs. Hilda N. Clark, Mrs. Florence E. Clarke, Mrs. Grace E. Clarke, Mrs. Irene L. Clarke, Ruth Collins, Grace E. Conole, Barbara J. Cope, Mrs. Myrtle A. Cowell, Daisy B. Davies, Rose H. Downey, Mrs. Mary Dowsley, Mrs. Winifred A. Dunlop, Grace George, Beatrice M. Gidlow, Linda M. Giles, Mrs. Mabel Goonan, Doris E. Gray, Lilian P. Gray, Mavis M. Griffin, Mrs. Ruby M. Haggar, Mrs. Johanna A. Hanson, Alma J. Harper, Mrs. Alice M. Harris, Zadie C. Harrison, Mrs. Ethel I. Hawes, Mrs. Mary Herrin, Florence M. Hodgson, Mrs. Elsie E. Jackson, Mrs. Sylvia E. Johnston, Mrs. Violet Kee, Florence K. Kelly, Mrs. Dulcie M. King, Mrs. Phyllis M. Kirton, Mrs. Kathleen P. Lanning, Alice I. Lansell, Mrs. Jessie E. M. Louden, Mary Lowry, Mrs. Honora M. McAlinden, Mrs. Beatrice D. McColl, Marion G. McGregor, Ruth L. McGregor, Mrs. Mary M. Marriott, Mrs. Margaret Mason, Annie D. M. Mitchell, Mary M. S. Mulroyan, Mrs. Edith E. Nash, Alice M. Nixon, Mrs. Mary E. O'Dea, Mrs. Janet D. O'Donnell, Judith C. Packer, Mrs. Edith I. Pascoe, Ethel G. Pedler, Sylvia C. A. Plover, Mrs. Ivy G. Pollard, Ethel F. Portch, Mrs. Catherine Punshon, Stella I. Raitt, Doris E. A. Ramsay, Mrs. Margaret G. Rees, Ariel Rogers, Mrs. Mavis E. Rossiter, May I. Rouse, Lynda C. Rylah, Mrs. Sophia G. Savage, Mrs. Hazel Senini, Mrs. Doris M. A. Simpson, Mrs. Mary G. Smith, Mrs. Thelma Smith, Mrs. Thelma C. Spry, Mrs. Agnes P. Stafford, Mrs. Hilda M. I. Stephens, Mrs. Doreen M. Stokes, Jessie M. Stone, Thelma M. Stuart, Ellen J. Terry, Mrs. Mary E. M. Thompson, Catherine T. Toohey, Margaret V. Trappes, Victoria M. R. Twyford, Mrs. Mary C. Uren, Mrs. Beatrice 0. Valentine, Nellie C. Vincent, Kathleen G. Waddington, Mrs. Doreen A. Waite, Mary V. Walsh, Irene J. Warren, Mrs. Mary H. Warren, Mrs. Lucy M. Watts, Mrs. Doris E. Weibye, Mrs. Georgina White, Eileen I. M. Williams, Mrs. Dorothy M. Willingham.
10 Deaths Men
David G. Armstrong, Ivor W. G. Blight, Robert J. A. Buchanan, William J. Corrie, Edward J. Cross, Alfred L. Dixon, Robert A. Fisher, Bernard J. Helmond, Joseph R. Johnson, Raymond C. Kohlman, Charles H. Lincoln, Alexander Y. McCallum, Evan C. MacRae, Francis B. Mulgrew, George A. Nicholson, Edward C. O'Connor, Edwin G. B. Prince, Alexander M. Robertson, David A. Schaffter, Harrie B. R. W. Smith, William A. Spry, Barry M. Sullivan, Martin W. Sullivan, Raymond P. Watschur. Women Mrs. Marion E. Carroll, Kathleen Dillon, Mrs. Lynette C. Fitchett, Mrs. Ada A. R. Howell.
Secondary and Technical Teachers Retirements Men
Alexander Aldridge, Bertie G. Anderson, Glen Baxendale, C. H. Beanland, Waiter J. Eddy, Samuel J. Edmonson, Cecil F. W. Engish, Thomas C. Evans, Horace Foster, Peter M. Fraser, R. C. Fricke, Raymond R. Fuhmuy, Moriss C. Furze, Michael 0. Galley, William A. Gangell, James C. Gawne, Charles I. Gazzard, Hermann Green, Thomas F. Green, Francis E. Greenwood, Raymond A. Hart, Alfred J. Harriott, William I. Helsdon, Kenelm E. Higgs, John B. Howard, Ernest H. Homann, Kenneth J. Kenafick, Thomas William Leslie, William G. McCarthy, Norman K. McLeod, James R. MacMillan, David MacMaster, Findlay C. Masson, William L. Miles, Angus W. Muirden, Kenneth W. Nicholson, James H. Nunn, Alfred J. Nuttall, Alexander B. O'Connor, Allan E. Oliver, Robert J. Page, Frank B. Phillipson, John M. Pike, Albert P. Rhodes, Robert Reid, George R. Renkin, Norman W. Rose, Howard E. Ross, William Ross, R. C. Sibbit, Henry P. Shine, Alan H. Sinclair, Harold L. Salomon, Patrick Sweeney, Harold J. Taneey, Ian F. Tamango, John Albert Trainor, Harold W. Ian, John C. Tynan, Richard Whitler, Richard S. Wilkie, Arthur Wilson, William C. Wilson. Women Aileen E. Baker, Florence W. Bisset, Catherin T. Black, Mrs. Edwin V. Bowley, Muriel A. Brien, Cailese B. Bryan, Doris M. Bryant, Sylvia Cartwright, Beryl M. Charles, Mrs. Elizabeth M. Charmers, Mrs. Dorothy C. Davison, Theresa Agnes Deuitt, Alice M. Duggan, Mildred Dunne, Daisy C. Eckhoss, Dorothy Eddy, Ethel Evans, Anne Monica Fitzpatrick, Margaret M. Fletcher, Annie U. Foxcroft, Mrs. Marjorie Haine, Ainelly Heinemann, Mrs. Margaret J. Howells, Isobel A. Huntington, Aldyth E. Ingleton, Doris M. Long, Mrs. Irene Lyons, Roberta J. McErvale, Christine Milne McKenzie, Robina E. Mackie, Mavis Marshall, May E. Moore, Doris Parson, Mavis Pettitt, Ethel F. Portch, Mary Isobel Quayle, Florence W. Renkin, Alice Seamons, Gladys S. Smith, Mary V. Smith, Mrs. Vera Shakespeare, Marcia Southward, Dora Elizabeth Taylor, Margaret M. Tenny, Elsie J. Timmings, Eva L. Tippett, Mary E. Thompson, Mrs. Irene Velris, Unis Waiter, Doris A. Watson, Phyllis Wigg, Mary Ellis Williams, Kathleen Wood. Deaths Men
Thomas A. Aitcheson, Keith Armstrong, Alfred T. Barker, Samuel Bartlett, Frank Blakston, Robert Buchanan, Stephen Thomas Cook, John Joseph Cox, Edward John Cross, Francis P. DeLavalliere, Keith Green, Joseph Ray Johnson, Ernest John Kitchin, Donald Mclnnes, Richard A. McGill, Dudley Andrew Merritt, James W. Neil, Alan Alexander Robertson, David Andrew Schaffter, Colvin Linsay Smith, Gordon L. Solly, Donald Stalker, Clifford H. Tindale, William Townshend, William T. Watts. Women Mrs. Marion E. Carroll, Alice Adeline Harcoan, Christine Loh, Cathleen I. Torney.
Administrative and Professional Staffs Retirements Men
Harold 0. Anson (Accounts Branch), C. E. Dixon, Frederick C. McArdle (Special Duties Officer), Oliver W. K. Mclntyre (District Inspector). Women Mary Feeley (Typist), Kathleen J. Lovelock (Machinist). Deaths Joseph P. Buckle (Estates Branch), Robert James Lees.
Lindsay Hamilton Simpson Thompson, Minister of Education.
11
STATISTICAL STATEMENT A. Enrolments (Census figures at 1st August) ·-
··-~·
I
Year
Primary Grades VII and VIII Post-primary Consolidated Schools
Primary Grades I to VI
I
..
1963 1964 1965 1966 1967 1968
0
.... 00
0
0
Junior Technical
Secondary
313,115 319,003 325,820 337,734 347,141 354,158
1,770 1,614 1,666 1,446 1,233 1,041
311,345 317,389 324,154 336,288 345,908 353,117
0
Total-Primary
Total-All Schools
39,814 43,753 46,794 49,326 51,472 53,799
116,887 123,709 131,506 136,726 141,668 147,881
469,816 486,465 504,120 523,786 540,281 555,838
B. Members of Teaching Service (Numbers on 31st March each year) Classified Teachers
Year
Temporary Teachers
Students in Training
3,135 3,208 3,429 3,795 4,382 5,257
7,224 7,821 7,996 8,762 9,778 10,628
Student Teachers and Sewing Mistresses
Professional Officers
Total I
..
1963 1964 1965 1966 1967 1968
17,968 19,928 20,493 21,456 22,446 23,895
.. .. .... 0
0
188 199 162 148 120 91
316 348 394 420 446 512
28,831 30,815 32,474 34,581 37,172 40,383
(Nole.-College students doing extended courses are not included as classified teachers.)
C.
Primary
Year
..
1963 1964 1965 1966 1967 1968
Students in Colleges (Numbers on 31st March each year)
0
....
0
..
.. .. •
..
..
0
I
Entrants to College Courses-Primary, Secondary, Technical
Total
Technical
2,863 3,359 3,503 3,838 4,460 4,874
3,578 3,575 3,562 3,815 4,209 4,601
..
0.
Secondary
783 887 931 1,109 1,109 1,153
7,224 7,821 7,996 8,762 9,778 10,628
.. ..
1963 1964 1965 1966 1967 1968
.. .. .. 0
•
2,883 2,851 2,972 3,344 3,786 3,993
D. Number of Students who Completed Training in 1963-67 and an Estimate for 1968 Year
i
Primary
i
Secondary
Technical
Total
It 1963 1964 1965 1966 1967 1968
.. .... •
0
0.
0.
.. ....
1,369 1,436 1,352 1,385 1,466 1,840*
.. .. 0
0
542 676 681 815 854 980*
188 183 206 218 282 317*
2,099 2,295 2,239 2,418 2,602 3,137*
is estimated that after the allocation of extended studentships 2,810 students will commence as permanent teachers in February 1969.
I •
It is expected that about 300 studentll will receive extended studentships.
E. Classrooms Provided for Primary, Secondary, and Junior Technical Schools (Financial year) 1958-59 1959-60 1960-61
682 1,023 1,133 1,161 1,063
1961~2 1962~3
1963~4
1,004 865* 925* 918* 1,023*
1964-65 1965--66 1966-67 1967-68
• Includes classrooms and science laboratories financed by the Co•nmo,nwealth
F.
Training Grants.
Transport-Free Bus Services
Financial Year
Bus Services
I I
Pupils Conveyed
!
Cost
£ 1961-62 1962-63 1963-64 1964-65 1965--66 1966-67 1967-68
....
.. .. .. .. 0.
.. .... ..
.. .. ..
..
.. .. .. 0
0
.. •
0
.. .... .. .. 0
0
•
0
..
..
.. .. ..
.. •
0
1,130 1,185 1,133 1,262 1,309 1,350 1,407
50,000 51,064 52,260 54,467 58,256 59,220 61,312
2,523,753 2,268,919 2,799,647 3,007,609 $6,420,226 $6,939,549 $7,634,518
12
REPORT ON TEACHER EDUCATION By L. J. PRYOR, M.A., M.Eo., F.A.C.E.,
Director of Teacher Education
RECRUITMENT, TRAINING, AND FURTHER EDUCATION OF TEACHERS 1. Re-organisation of Administration During the year 1967-68, there was a major change in the Departmental organisation for the recruitment, training, and further education of teachers. Teacher Education was constituted as one of the directorates within the Education Department. Working with the Director (formerly the Superintendent) of Teacher Education there is now a staff of three professional officers and four full-time and three part-time teachers. There are four main areas of delegated responsibility-recruitment and publicity, the studentship system, teachers' colleges and their associated hostels and training schools, and in-service training and education. Appropriate programs and procedures are being developed in each of these areas. To support the professional activities of the directorate, a separate administrative unit, the Teacher Education Branch, was established under a senior officer, and the organisation of the Branch matches the areas of responsibility referred to above. The various duties were assumed by the following officers :Teacher Education Officer (Teachers' Colleges)-Mr. W. M. McKinty. Teacher Education Officer (Studentships)-Mr. C. G. Fairbank. Teacher Education Officer (In-service Education)-Mr. M. Cove. Acting Recruitment Officer-Mr. J. Wilson. Officer-in-Charge, Teacher Education Branch-Mr. L. G. Barker. Deputy to Officer-in-Charge-Mr. D. P. Parley. The staff of the Branch consists of ten clerical assistants and three stenographers. Although the re-organisation and consequent re-allocation of duties occupied much time and were impeded by staff changes, it is expected that these administrative developments will facilitate planning in teacher education and should ensure improvements in the services given to teachers' colleges, teachers, and the other divisions and branches of the Education Department. 2. Recruitment Efforts to interest more young people in teaching as a career have continued during 1967 and 1968, generally with very satisfactory results. Recruitment officers have visited most high schools throughout the State and have spoken to senior pupils. Visits have also been made to more technical schools and to more registered secondary schools than in the past. The Department has been represented With the co-operation of the at Careers Nights and at special activities during Education Week. Appointments Boards at the University of Melbourne and Monash University, arrangements were made for a Departmental representative to meet and advise final-year students who were interested in teaching. In 1968, studentship awards were accepted by 78 graduates and undergraduates, 25 more than in the previous year. Publicity has been developed mainly through the insertion of notices or information in The Australian Student, The Graduate Directory, Melbourne newspapers, circulars of information, and lists of studentship awards distributed to secondary schools. An important development was the publication of a completely re-planned edition of Teaching ; it is believed that this attractive and informative booklet will appeal to both teachers and students. The total number of applications received for teacher training in 1968 was 8,255 ; 3,993 offers of studentships were finally accepted. In 1968, the number of students admitted to primary training was 1,978, an increase of nearly three hundred in two years. The introduction of a three-year training course in 1968 had no adverse effect on recruitment ; in fact, most applicants indicated a preference for the new longer course. Moreover, the increase in the number of awards was achieved while the standards for selection were being raised. The new entrants to primary teaching are better qualified than at any previous stage in the Department's history. It is still a matter of some concern that men constitute only 21 per cent of these new entrants. One serious development in 1968 was the failure to admit any students to the first year of the three-year course for the Trained Physical Education Teacher's Certificate (Primary). This is partly due to the small number of applicants (42) and to the effects of the severe restriction at the University of Melbourne on the number of students admitted to the course for the Diploma of Physical Education. On the evidence available it appears that recruitment to the Primary Schools Division is sufficiently strong and stable to ensure that there will be enough teachers to staff primary schools on an improving staffing schedule during the next few years. Nevertheless, it must also be stated that unless the status and the recognition of the qualification awarded to primary students are put on a higher level the number of matriculants prepared to undertake the three years of training as primary teachers may decline. The number and the quality of successful applicants for secondary studentships continue to improve, but the objective must still be to increase studentship awards without sacrificing quality. In 1968, 1,230 applicants accepted secondary studentships to undertake degree courses and 127 applicants accepted studentships to enter the Departmental course for the Higher Diploma of Teaching (Secondary) at the Secondary and Monash Teachers' Colleges. This total of 1,357 awards exceeds, by 273, the number of similar awards made in 1966. One very heartening fact is that the number of students commencing science degree courses increased from 258 in 1967 to 306 in 1968. Twenty-three applicants were admitted to a new four-year course of training as teacher-librarians, a four-year course leading also to the Higher Diploma of Teaching (Secondary). Over 230 awards were accepted for other secondary training courses. The total of 1,616 awards accepted represents an increase of 40 per cent in four years, an advance that must be regarded as significant and gratifying. Nevertheless, until university quotas are removed and until there are better facilities for all Departmental courses, the training of secondary teachers will not reach the level necessary to staff the secondary schools with fully qualified and trained teachers.
13 Applications for technical and trade-instructor studentships have risen steadily over the past five years. Although some of the applications are not productive, the increase in accepted awards is generally satisfactory, especially as far as trade trainees are concerned. The need persists, but it is encouraging that these latter awards should have increased by 50 per cent during the past five years. Awards of technical studentships fluctuate from year to year, but the awards (231) for 1968 represent the highest number of awards for many years. Included in all predictions for recruitment there is a wastage factor. Wastage arises mainly in two ways. A number of students are lost each year, owing to ill-health, failure, unsuitability for teaching, and other reasons. This loss is probably between 4 per cent and 5 per cent of all students in training in any one year. Another form of wastage is the brevity of service given by many women owing to their marriage in the year or years immediately after training. It is true that they may return to teaching at a later stage, but, in the mean time, other women or men must be trained to replace them. This factor is becoming more significant and affects all figures relating to students in training and to the Teaching Service. There appears to be no solution except to " build-in " to all recruitment and training targets some allowance for wastage and replacement arising from the limited service given by women teachers. In the long run the community does not lose, but, in the short term, this factor creates significant financial and staffing problems for the Education Department. The problems would be modified considerably if the number of men in all courses of training could be increased substantially. Teaching bursaries still attract many applicants, but their importance as a recruiting device is difficult to assess. The maximum number of Leaving and Matriculation bursaries is awarded, and there is little doubt that the financial assistance is appreciated by many parents whose children are helped in this way to continue their secondary education. Technical bursaries, however, attract fewer applicants each year, and the number of awards finally made and accepted is so low that the worth of these bursaries must now be open to question. The following table shows the number of applicants and awards for studentships and bursaries for 1967-68 compared with similar figures for 1966-67. APPLICATIONS AND AWARDS
I
1966-67
i
Applications
1967~8
Applications
Net Awards
:
i
Net Awards
I
A. Studentships1. Primary Diploma of Teaching (Primary) T.P.T.C. . . Physical Education ..
..
Total Primary
..
..
. 2,713
.'
i
41
1,907 9
1,704 941 42
2,754
1.916
2,687
1,978
.
3,193
1,274
..
302 247 148
52 97 80
3,363 235 78 300 243 165
1,231 127 23 54 106 75
3,890
1,503
4,384
1,616
640 567
192 175
617 567
'
'.
..
..
..
..
i
765 1,213
..
i
2. Secondary University .. .. . Higher Diploma of Teaching (Secondary) Teacher-Librarian .. '. Physical Education Art and Crafts Domestic Arts ''
.'..
..
Total Secondary 3. Technical Technical (Diploma) Trade Instructorship Total Technical .. TOTAL STUDENTSHIPS B.
Bursaries-
Leaving Matriculation Technical
....
..
.. .. ..
ToTAL BuRSARIES
.. .. .. .. ..
"I
..
..I
.. ..
.. I ..
..
..
I
231 168
.. ..
.. !
1,207
367
1,184
..
7,851
3,786
8,255
3,993
..
.. .. .. ..
3,762 3,115 400
1,097 997 19
4,454 3,383 310
1,098 998 32
7,277
2,113
..
.. ..
I
I
8,147
!
I
399
2,128
3. The Teachers' Colleges The pre-service training of teachers for the three Divisions (Primary, Secondary, and Technical) is still being undertaken in the thirteen teacher-training institutions listed below ; these are assisted at various stages by associated institutions such as the three Victorian universities, senior technical colleges and institutes, and, of course, the schools, which provide the essential practical experience. (a) Colleges training primary school teachers-Ballarat, Bendigo, Burwood, Coburg, Frankston, Geelong, Melbourne, Toorak, and the Training Centre for Teachers of the Deaf (Kew). (b) Colleges training secondary school teachers-Domestic Arts, Melbourne, Monash (Clayton), Secondary (Parkville). (c) Colleges training technical school teachers-Monash (Clayton), Secondary (Parkville). Technical.
14 It will be noted that all except three of these institutions are in the metropolitan area since the universities are situated in the metropolitan area, and the majority of the trainees come from that area. These colleges have been responsible for training teachers for a number of years. One new college has been built since 1960, Monash Teachers' College, which was opened early in 1966. Permanent additions have been made to one of the colleges during this period, at Toorak Teachers' College, where a modern three~ storey block, together with an assembly hall, a gymnasium, a cafeteria, and student common rooms, have been completed during the year under review.
The contributions and the difficulties of the colleges will be appreciated when it is realised that the number of Departmental students enrolled has increased as shown in the following table. In 1968 there were also 43 private students in various teachers' colleges. Number of Students Enrolled (March) Type of Training
Primary
..
Secondary
.. ..
Technical
TOTAL
.. .. .. ..
..
..
..
.. .. ..
.. ..
.. .. ..
..
1958
1960
1964
2,536
3,389
1,369
1966
1968
3,575
3,815
4,601
1,947
3,359
3,838
4,874
463
547
887
1,109
1,153
4,368
5,883
7,821
8,762
10,628
I
Training programs have been maintained only by the provision of temporary accommodation, including portable classrooms, which are of limited value for the courses offered in teachers' colleges. The limitations imposed on certain colleges are very serious and can only be relieved by major extensions and radical alterations. The provision of modern equipment and appropriate facilities is also hindered by the lack of adequate suitable buildings. The building program for teachers' colleges has been accelerated as a result of the allocation of funds by the Commonwealth Government. The allocation for the period 1969-1970 is $5,350,000. Tenders have been let for a ten-storey Science Centre at the Secondary Teachers' College (Parkville) and for a new Technical Teachers' College in Hawthorn. Planning for a new block, designed as a Central Library, at the Melbourne Teachers' College, and for major additions to the Coburg Teachers' College has reached an advanced stage. Preliminary planning for significant building projects at other teachers' colleges has also commenced, and the need for an extensive program of building during the next five years is fully recognised as urgent. Not until the teachers' colleges can offer adequate and appropriate facilities for 12,000 students can the schools be assured of a steady supply of highly trained young teachers to whose preparation have been brought all the skill and the insight that experience and modern techniques can offer. The funds required for such a program will exceed $25,000,000. Although Victoria made considerable progress during the period 1954-1962 in providing a large number of student places in teachers' colleges, it should be remembered that the colleges were single-storey timber-framed structures designed originally as schools. Functional and pleasant though these structures are in many respects, the serious limitations of these " emergency " buildings are now becoming apparent as courses change and new procedures are evolved. Radical variations in teachers' college architecture are now required ; the conventional classroom unit is no longer appropriate since there should be variety in room sizes, proportions, and design. Above all, attention must be given to the concepts underlying libraries, students' working and activity areas, and staff accommodation. Victoria has committed itself to the provision of residential accommodation for students obliged to live away from home during training. Some 1,650 places are provided in college hostels, but these do not meet the total needs of students, especially the students attending provincial teachers' colleges and the universities. No new hostel has been built for seven years, although student numbers have increased substantially. Some of the existing hostels are old homes, adapted rather unsatisfactorily as halls of residence ; their replacement is long overdue. The extension of halls of residence for students is part of the total teachers' colleges building program, but is delayed at present by lack of funds and deferred planning. Hostels are costly to build and to maintain and, unless future hostels or halls incorporate new ideas of community living, they may not appeal to students and may remain only partly utilised. The design of new types of residential accommodation is one of the many challenges of which the Education Department and its architectural advisers are aware. Given sufficient funds to support imaginative and varying designs, the departments concerned could undoubtedly meet this challenge. Whether it will be possible to provide the personnel for the management and supervision of additional halls of residence is a subject on which it is not possible to be optimistic in the light of current experience. Not less significant than the need for improved accommodation and facilities is the growing demand for more highly qualified and very experienced teaching staff. The lecturers in teachers' colleges hold the key to the future attitudes, quality, and skill of our young teachers. The present system of staffing has been reasonably adequate in the past, but a new era in teacher education will not dawn unless ways can be devised to attract to, and hold in, teachers' colleges men and women of the highest professional calibre. Already there are signs that other types of tertiary institutions have the power to drain from the teachers' colleges some of the most scholarly and skilful teachers. This trend places the Education Department in a perilous predicament, and the solution appears to lie in a new approach to the organisation of teachers' colleges and in a new system of staffing. Preparations for these changes are now a matter of urgency, and present discussions may be a prelude to the reforms that will contain the solutions to the present dilemma.
15 4. The Training of Primary Teachers The number of students in training as primary teachers is indicated in the following tables-the total of 4,368 engaged in initial training is made up of 826 men and 3,542 women.
(l)
INITIAL COURSES OF TRAINING, !
1968
(MARCH) Three-year Courses
Two-year Course T.P.T.C.
····--···
I
Teachers' College
Ballarat Bendigo Burwood Coburg Franks ton Geelong Melbourne Toorak
.. .. .. .. ..
.. .. ..
TOTALS
.. .. .. .. .. .. .. .. ..
..
.. ..
.. ..
.. ..
... .
..-· .. .. ..
..
.. .. .... ..
.. .. .. .. ..
.. ..
Diploma of Teaching (Primary) 1st year
2nd year
103 104 171 163 166 158 138 213 1,216
····--··-
Total T.I.T.C.
1st year
2nd year
3rd year
107 131 174 166 191 151 163
72 68 105 109 128 81 73 139
52 62 135 83 100 54 62 92
43 31 147 52 92 45 37 82
381 372 689 581 652 529 461 689
1,194
775
640
529
4,354
Ill
In addition, fourteen students were undertaking the course for the Trained Physical Education Teacher's Certificate (Primary) at the Melbourne Teachers' College in association with the Department of Physical Education, University of Melbourne. Of these, eight were in the second year of the course and six in the third year. (2)
FULL·TIME EXTENDED COURSES,
1968
(MARCH) Men
Women
.. ..
68 6
70
Course
Total
····---·
University (Degree or Diploma) .. .. .. Agriculture (Diploma) .. .. .. Trained Special Teacher's Certificate .. .. .. Trained Teacher-Librarian's Certificate .. Trained Art and Craft Teacher's Certificate (Primary) Trained Homecrafts Teacher's Certificate (Primary) . . Trained Teacher's Certificate for Teacher of the Deaf. .
..
..
TOTALS ..
..
..
..
..
..
.. .. .. .. .. ..
..
10
.. ..
..
7 13 .. 2
12 8 21 2 14
138 6 22 15 34 2 16
..
106
127
233
... .
..
NOTE.-Figures in both tables include students whose studentships have been extended or suspended.
The most significant development during the year under review was the introduction of the three-year course of general training for primary teachers. The course to be undertaken at each teachers' college is based on the report and the recommendations of the Advisory Committee appointed by the Director·General in 1965 to study and advise on a three-year course of training. The course structure will be laid down in regulations, but there is opportunity for variety and flexibility so that each teachers' college will be able to interpret the course with some freedom and individuality and to use its strengths in staff talents and material resources. The course is designed to provide for the further education of the students to a tertiary level, for the development of students' special abilities and interests, for the deeper understanding of the educational process and the nature of children's learning, and for greater competence in teaching procedures and skills before entering the primary schools. If these aims are realised, the schools may look forward to a new type of young primary teacher whose contribution may have to be re-interpreted by heads of schools. Nevertheless, the basic qualities required of men and women who profess the vocation of teaching remain unchanged, and teachers' colleges must continue to nurture these qualities in their students. It is also important that the colleges should preserve the best features of the two traditional courses, especially the course for the Trained Infant Teacher's Certificate which has, for many decades, been so highly regarded by teachers, inspectors, and parents. It is intended that the new course should incorporate the concern for young children, the attention to the teaching of skills in language and mathematics, and the sensitivity to children's social development-features which have distinguished the T.I.T.C. course. All the students who have entered the new course have completed successfully a sixth year of secondary education ; they also appear to be generally mature, capable, and enthusiastic. It remains to be seen whether they can meet the challenges of the new course. One noteworthy result of the new course is that each college has been obliged to re-examine its basic assumptions and to re-think its philosophy or theory of teacher preparation. Significant changes are occurring in most colleges, impeded sometimes by inadequate buildings and limited facilities ; the teachers' college of the 1970s may be expected to be substantially different from the colleges of the past-at least, this is the hope and the objective of the principals. There are already many important changes in students' learning experiences, more attention to their own study techniques, and more opportunities for individual activity, as a prelude to the creative role which all teachers must assume.
16 The changes in students' teaching experiences may prove to be even more important. Each college in co-operation with its associated training schools, has been looking closely at the organisation and the natur~ of students' school experience. This decision has, no doubt, been provoked by the introduction of a new area of study and action, to be defined under the title of "Procedures and Practice of Teaching". It is based on the belief that theory and practice within the college program must be convincingly integrated and on the conviction that colleges and schools must collaborate in the training process. This development is also being stimulated by the inquiries of a special Departmental committee which is investigating all aspects of" school experience". Its report is awaited with keen interest, but it may have to give as much attention to continuing problems as to possible solutions and innovations. It is evident that each teachers' college is endeavoring gradually and realistically to raise the standards to which its students should attain. Provided this is handled in a judicious manner by an experienced and expert staff, the professional stature of teachers should command the esteem and recognition of the community. The key to this process is staffing. While there can be no doubt about the skill and the purposiveness of college staffs, it is clear that, in the future, teachers in teachers' colleges must be even more highly qualified and have a greater variety of experience.
Reports from all colleges support the conclusion that the knowledge and the competence acquired by students in the main subject areas that support the primary school curriculum are being strengthened and that, given full encouragement in the schools, young teachers will bring vitality and purpose to their teaching. They are being equipped to promote pupil activity, and this preparation should soon become apparent in art, music, drama, physical education, and social studies, and, perhaps a little later, in language work, mathematics, and science. In music, there is a clear emphasis on music making ; in mathematics, there is close attention to the understanding of basic concepts and to individual learning techniques ; in the social sciences, the emphasis is on contemporary society, often with special reference to Asia and the Pacific, and the art of helping children to think imaginatively about the world they will live in. Creativity and variety in art and language are not developed at the expense of art and language as media of human communication. Physical and health education is concerned with health, fitness, first aid, physical agility, deportment and confidence, creative movement, and recreational interests ; science courses are gradually shifting their emphasis to appreciation of scientific methods, exploration, experiment, and discovery, as well as the essential knowledge of the main areas of science. Education, including educational psychology, has been accepted as a compulsory major study in the new three-year course, but various factors have combined to cause this field of study to be re-assessed critically, both within colleges and by a joint working party established at the request oftheDirectorofTeacher Education. The need to reconcile the dichotomy produced by interest in both the sociological foundations of education and the psychological factors in child development and in the learning processes is fully realised, and continued consultation and study should lead to the application of new criteria and disciplines to education in the preparation of young teachers. Libraries and audio-visual departments are meeting strong demands for their services. Changes in organisation and policy have resulted in students making much greater use of libraries. Paradoxically, in spite of increased grants to colleges for book purchases, students are being thwarted by the lack of library accommodation, arising from the failure of the original concept of a teachers' college library to anticipate present needs. Unless improved library facilities and services become readily available, the interest and the readiness apparent at present may dwindle. lt is of interest to note that, in some colleges, students' fees and donations from student organisations now almost equal the grants made available by the Education Department. It is doubtful whether this phenomenon occurs in any other area of tertiary education in Australia. Students who have completed their initial courses with merit continue to accept opportunities to obtain further qualifications or specialist training. Students with excellent records have proceeded to each of the three universities to commence degree courses. They maintain the reputation established over many years by primary students and teachers. A recent investigation revealed that these students pass approximately 85 per cent of their first-year subjects, 90 per cent of their second-year subjects, and at least 95 per cent of their third-year subjects. They are also well represented in distinctions and honours lists, to a greater extent than their numbers would suggest. It is doubtful whether any other group of university students has such a record. Other students elect for specialist training as teachers of handicapped children, of homecrafts, of art and crafts, and as teacher-librarians. Their performance is equally successful and they help to give the primary teaching service the qualities of dedication, diversity, and skill which have characterised many of its members for a number of decades. The Primary Schools Division has increased its requirements for specialist teachers, and the training facilities available are at a premium. If they are not expanded, the quality of training may decline. The Training Centre for Teachers of the Deaf, Kew, has, in spite of its world-wide reputation as a training institution, been limited to a one-year course for 30 students for many years. This Centre is called on to train teachers for Victoria, for most other Australian States, for Malaysia, Ceylon, the Philippines, and other countries. A critical stage has now arrived. Without more facilities and a highly qualified staff, it will be unable to meet Victoria's requirements-and certainly there is now a prospect that requests from other educational authorities will have to be refused. The provision of 30 places has no relationship to the needs of the coming decade.
17 5. The Training of Secondary Teachers
The fo11owing tables show the number and the course distribution of students training as secondary teachers. (1) COLLEGE ENROLMENTS, 1968 (MARCH)
1,216 907
Secondary Teachers' College (including La Trobe University Centre) Monash Teachers' College .. Domestic Arts Teachers' College Melbourne Teachers' College TOTAL
..
(2) A.
Women
Men
College
1968
COURSE ENROLMENTS,
Total
92
1,274 947 232 206
2,490 1,854 232 298
2,215
2,659
4,874
(MARCH)
Art/Crafts, Domestic Arts, Physical Education, and School Librarianship Year
Course
Art and Crafts
TOTAL Domestic Arts
..
..
..
..
..
1
2 3 4
..
..
..
..
..
..
..
..
..
..
..
1 2
3 4 TOTAL Physical Education
TOTAL
..
..
..
..
..
..
..
..
..
..
..
Total
8
85 57 58 6
112 90 82 14
92
206
298
.. .. .. ..
78 71 74 9
71
74 9
232
232
27 33 24
Ii
18
39 32 25
58 53 43
96
154
22
23
19
..
58
..
..
1
l
..
..
1
..
.. .. ..
..
151
TOTAL
..
..
..
78
21
..
..
I
1 2 3
..
..
i
..
..
TOTAL
8854/69-2
..
Women
..
.. ..
School Librarianship
Men
i
I
22 556
I
23 707 ······--
18 B.
Academic Courses-University and Departmental
(For teachers of English, languages, mathematics, economics, science, music, etc.) Teachers' College
University
Year
Course
Total Men
Arts and Humanities
Total
Men
55
492 354 276 21 2
690 537 416 48
5
198 183 140 27 3
..
..
551
1,145
Commerce and Social Sciences
1 2 3 4
169 143 99 6
57 42 25
..
..
417
124
Total
Total
1 2 3 4
Women
..
..
..
62 33 27
Women
70 75 54 52
I
Total
125 137 87 79
815 674 503 127
..
..
..
1,696
177
251
428
2,124
226 185 124 6
15 9 18 20
8 7 13 4
23 16 31 24
249 201 155 30
541
62
32
94
635
13
6 3 7 6
19 19 42 21
321 255 174 53
5
5
---
Science (Biological Physical)
and
6-7
204 162 96 24 10 8
98 74 36 8 1
..
302 236 132 32 11 8
..
504
217
721
1 2 3 4
8 4 9
1 1
9
.. 1
1 2 3 4 5
Total
..
..
Agricultural Science
Total
..
..
Music
Total
..
..
Education (Diploma) TOTAL
..
..
..
5
16 35 15
.. ..
79
.. ..
..
.. ..
22
26
6
32
4 6
18 8 20
.. .. ..
9
22 14 25 1 12
.. ..
3 3
..
1
.. .. ..
8
101
..
4
1
11
5
1 1
33
3
22 14 25 1 15
3
77
.. .. .. ..
1 3
..
19
55
74
..
1
228
248
476
..
..
..
1,795
3,540
319
308
627
..
9 9 10
2 3 4 4 (Educ.)
5
822
.. ..
.. .. ..
9 9
5
.. ..
..
476
-
1,745
4,167
NoTE.-The above figures include students whose studentships have been extended or suspended.
Although the number of students training as secondary teachers has increased significantly during the past year, the difficulties affecting their preparation have increased rather than diminished. In two years the number of secondary students has increased from 3,838 to 4,874 ; this is surely a creditable achievement. These numbers would undoubtedly have been greater if restrictions on university enrolments had not existed. Lack of funds for buildings and equipment have, as already indicated, seriously hampered training programs, and the preparation of many secondary teachers is being carried out under adverse conditions; the fact that they may be better than in many other parts of the world does not necessarily re-assure those who are responsible for maintaining academic and professional standards and for the individual achievements and welfare of several thousand young people. The fact that so many keen and promising young teachers enter our secondary schools reflects credit on those who have prepared them ; the program of teacher education must be developed on a wider scale if the needs of the schools are to be met adequately during the next few years. Significant developments in the training programs during 1967-1968 are outlined below. (a) The introduction by the University of Melbourne of the new degree for the Bachelor of
Science (Education) has been previously noted. While the course is prescribed and directed by the Faculty of Science at the university, its presentation is largely in the hands of the Secondary Teachers' College (Parkville), working in conjunction with the Faculty of Science and also with the Faculty of Education. The teaching of the course has imposed severe strains on staff and resources at the College, but it is gratifying to note that there are 90 students in the first year of the course and 48 students in the second year. Although the" wastage" at the end of 1967, as a result of failure, was disappointing (only 48 out of 83 entrants in 1967 were able to proceed to the second year), it remains true that most of the 138 students on this course would not be training as secondary teachers of science if the new degree had not been offered.
19 (b) The appointment of Mr. W. C. Watson, Vice-Principal, Secondary Teachers' College,
to the Department's university centre at La Trobe University recognised the importance of that university as an institution contributing to the education of secondary students prior to their training as teachers. In 1968 there were some 380 students undertaking degree courses in humanities, social sciences, biological sciences, physical sciences, and agriculture. It was gratifying to note that 83 · 5 per cent of the students who were awarded studentships in 1967 passed the first year of their courses. About 30 per cent of the students are living away from home, but the Education Department has not been able to provide residential accommodation for these students ; it is reported that nearly half the students whose homes are in the country or in distant parts of the metropolitan area are residing in one or other of the university colleges. No date can be set at present for the building of either a teachers' college or a hall of residence. Administrative facilities are very limited, but the university authorities have been most co-operative. (c) The continued growth of the Monash Teachers' College has highlighted the limited accommodation and resources available to this College. There are now nearly 1,950 students attached to the College, including 87 primary students taking university studies and 250 students following a college training course. Teaching and library facilities are inadequate and accommodation for staff is most inappropriate. In spite of these difficulties, the College has made very important innovations. The work done in pioneering educational television is notable, and the programs in speech and drama suggest that young teachers will be well equipped to make secondary schools exciting and stimulating places in the next few years. Equally important progress has been made in the teaching of English, geography, mathematics, history, science, and psychology. The College has been able to extend the range of subjects offered to internal students and to raise the levels of various subjects previously offered. The total program now offered covers most subjects considered relevant in the preparation of teachers who will handle the humanities, the sciences, and commercial studies in secondary and technical schools. Studentship-holders continue to excel in their university studies and were strongly represented in the lists of students who earned high distinctions and very good honours. The outstanding results achieved by a number of science students is worthy of commendation. Three science students graduated B.Sc. (Honours) with first-class honours-F. Balkau, G. L. Blackman, and Miss Janet Waite. (d) During the year 1967-68 it has become apparent that the Education Department must continue to provide a variety of courses of secondary training and that the number of students taking academic courses at one or other of the secondary teachers' colleges is certain to increase. Further attention has, therefore, been given to the internal courses offered at colleges, and considerable progress has been made in converting all courses to four-year courses and in improving their structure and content. In general, the principle of concurrent training is now accepted in these courses, and special attention is focused on the experiences and the standards required of students at each stage of their courses. Academic courses are being developed at third-year and fourth-year levels and sophisticated methods are being applied to most units of study. The present stage in course development is necessarily transitional, but, as a result of the changes now being approved, all students who complete four-year courses successfully will, irrespective of the areas of study, qualify for the Higher Diploma of Teaching (Secondary). Those whose success is at least at a third-year level will qualify for a Diploma of Teaching. In this way, all secondary teachers trained in secondary teachers' colleges through Departmental courses will be entitled to the same type of qualification and should thereby enjoy comparable status and recognition in the schools and in the community. (e) One course of secondary teacher training made available for the first time in 1968 was the course for teacher-librarians. The need for training in school librarianship has been recognised for some time, but, hitherto, it has not been practicable to offer a special course for young men and women interested in managing libraries in secondary and technical schools. A special committee designed a course during 1966-1967, and in 1968 some 23 students were enrolled in this new four-year course, a course which is presented by the Secondary Teachers' College (Parkville) and the Royal Melbourne Institute of Technology acting in collaboration. The successful graduates from this course will qualify as trained teachers and will be eligible for registration as professional librarians ; as opportunities arise for promotion, they will be entitled to the same recognition as other four-year trained teachers. (f) A four-year course for secondary teachers of physical education has been designed, but it is not yet practicable to introduce it. Action is, however, being taken to establish a Physical Education Centre at the Monash Teachers' College. When the Centre is available the course will be introduced. The shortage of fully-trained physical education teachers is still a matter for serious concern. (g) A committee has been set up to review the training of domestic arts teachers. It is assumed that this committee will also propose a four-year course. The report of the committee will not be available for some time, but it is expected that the course will produce significant changes in the training of this group of teachers and will complete the process whereby all secondary teachers may be trained through four-year courses.
20 (h) The course for secondary teachers of art and crafts was established as a four-year course in 1967, and students are moving towards the third year of the program, which is now co-ordinated and presented, in the main, at the Melbourne Teachers' College, or rather at the new Swanston Street Annexe opposite the Royal Melbourne Institute of Technology. While skill and adaptability in various art media are still expected, students are being given wider experiences with materials and experimental studies ; these experiences are intended to establish attitudes and understandings considered essential in the modern art teacher. Changes in venue and organisation have made possible many improvements in teaching procedures, and a formal evaluation of this course will be awaited with keen interest when the first graduates leave the course at the end of 1970. Eighty-two students admitted to training in 1966 are completing the course for the Trained Secondary Teacher's Certificate (Art and Crafts) and some of them will comprise in 1969 the last group to secure an extension to qualify for the Secondary Art Teacher's Certificate. In 1968, there are 14 students engaged in the fourth-year extension course. (i) Another development of interest during 1967-1968 was the extension of training facilities for temporary teachers. Although strictly a form of in-service training, the course for untrained temporary teachers in secondary schools is virtually a variation of initial training. For the first time, the internship course presented at the Secondary Teachers' College (Parkville) was offered in 1968, not only to temporary teachers already employed in secondary schools, provided, of course, they held minimum academic qualifications, but also to graduates who were prepared to accept employment as temporary teachers and to enrol in the " approved course of teacher training " based on teaching concurrent with a one-day a week program of professional training. In 1968, enrolments in the course numbered 222 and, of these teachers, 140 were graduates, many with very good academic records. A revised course, including experiments with micro-teaching associated with television, is now providing a basis for further important advances in this type of intern training. 6. The Training of Technical Teachers Although some teachers in technical schools have secured their training through secondary studentships which enabled them to undertake university degree courses followed by courses for the Diploma of Education or for courses at a secondary teachers' college, most teachers in technical schools complete their formal training by taking a professional course in education at the Technical Teachers' College subsequent to (a) completion of a technical college diploma and two years of industrial experience or (b) completion of trade and technician's certificates and at least five years of approved trade experience. The following table indicates the number of studentship-holders (technical and trade) enrolled at the Technical Teachers' College in 1968. Figures relating to other categories of students are also included since they emphasise the extent of the services rendered by this College and explain the need for the erection of a larger modern college on another site. COLLEGE ENROLMENTS, 1968 (MARCH)
A.
Studentship-holders Year
Category and Course
Men
Women
Total
•
..
..
..
..
..
2
168 171
.. ..
168 171
..
..
..
..
..
..
339
..
339
..
..
2 3 4-5
110
1. Student Instructors (employed as temporary teachers) rr.Tr.I.C.
course] Total
.. ..
2. Technical Studentship-holders (a) Diploma stage ..
Total
..
..
(b) Industrial experience stage Total
..
..
[T.T.T.C.
..
.. ..
..
course]
..
..
..
..
(d) Professional training stage (e) Studentships suspended TOTAL
..
..
.. ..
99
23 39 16
133 156
117
115
.. ..
..
326
78
404
..
.. ..
1
76 112
31
2
12
107 124
..
..
..
..
188
43
231
(c) Extended courses (technical institute and university) Total
1
..
..
.. ..
..
..
.. ..
.. ..
..
..
1
6
2
to
.. .. ..
..
16
.. ..
107 12
39
..
..
988
165
.. .. 5
NoTE.-lt should be noted that, although the Technical Teachers' College is responsible administratively for all students listed above, its teaching programs are presented only to student instructors and to technical studentship-holders who are at the final professional training stage,
21 B.
Other Students Number
Category
225 37
Temporary teachers .. Council-employed teachers Sponsored overseas students .. .. Instructors sponsored by other government departments Instructors sponsored by industrial organisations .. Private students
11
12 2 3
TOTAL
290
Although there has been a substantial increase in the number of technical and trade teachers completing training during the past few years, the staffing needs of technical schools and colleges are not yet being fully met. Nevertheless, the calibre of applicants selected remains high and the quality of their professional training is steadily improving, in spite of the limited facilities available to the College staff. The loss of technical studentship-holders to industry is still a cause for concern since it can lead to a wastage of over 25 per cent each year. The failure of many engineering diplomates to complete their training as teachers is particularly serious. Another special problem is the difficulty faced by many art diplomates in securing appropriate industrial or commercial experience. Although their personal difficulties have been met by various expedients, the basic problem still remains and may necessitate a radical modification of the present arrangement. In spite of these and other occasions for concern, the concept of technical teacher training is regarded as very sound. The three elements~(a) tertiary education through technical diploma courses, with some opportunities for certain students to complete university degrees, (b) two years of industrial experience, and (c) the intern method of professional training~will continue to meet the criteria of the technical schools administration on the understanding that improvements and modifications must be effected at each stage whenever the need and the opportunity arise. One other need requires comment. The new College building planned for use in 1970 will remedy many present deficiencies, but it is not so certain that sufficient highly qualified and experienced staff will be available if student numbers should continue to rise. Anticipation of this dilemma may help to ensure a solution. This comment reinforces the statement made on staffing needs in an earlier section of this report. 7. In-service Training and Education
Having completed an initial course of teacher training, a teacher will normally take up an appointment in a school ; and thus his career, extending in many cases over forty years, will have begun. It cannot be assumed that the initial training course, no matter how thorough, will suffice to keep him efficient in his work and an inspiring leader of the young throughout this period. Human knowledge is increasing more rapidly today than in the past. The school curriculum is ever changing to keep pace with the needs of society. The teacher requires assistance in adjusting his teaching methods to match these changes ; moreover, the passage of time causes changes within the teacher as a person. Programs of in-service education, especially those providing out-of-classroom experiences for the teacher, can do much to keep him abreast of modern developments and, at the same time, to revitalise him and thereby assist him to remain a personality interesting to young people. Study courses leading to higher qualifications are available to teachers. Some are conducted by universities and senior technical colleges, others by the Education Department. The qualifications gained upon the successful completion of a course no doubt provide an incentive for teachers to further their studies, especially when they lead to positions of higher responsibility. Teachers benefit from the half tuition fee concession at each Victorian university ; tuition fees are not required of them from technical colleges or for Departmental courses. There is, however, serious difficulty in assisting teachers who serve in country areas remote from universities. This problem is worsened by a steady reduction in external study facilities in the one university that provides them. Even for teachers in the metropolitan area, the range of subjects available to them at a university is regrettably narrowed when lectures in the subjects of their choice are not conducted in late afternoon or evening sessions. To assist teachers, arrangements are made to release them from duties for part of the time to enable them to attend lectures. The number so released, however, must necessarily be limited. An annual increase can be noted in the following table :PART-TIME STUDY LEAVE
Number of teachers as at 30th September.
Primary
..
Secondary
..
.. ..
Technical
.. ..
.. ..
Professional
.. .. .. ..
1963
1964
1965
1966
1967
..
..
152
173
237
290
375
..
.. .. ..
55
69
105
147
180
34
46
50
66
56
1
3
2
2
289
395
505
613
.. ..
.. .
TOTALS
..
..
..
..
241
22 In 1968, in addition to the teachers on part-time study leave listed above, forty-five teachers were granted part-time leave to pursue higher studies leading to master's degrees ; and four teachers were granted fellowships for doctorate studies. Large numbers of primary teachers are studying courses prescribed by the Education Department. Classes are established in any part of the State where there are sufficient numbers willing to attend. Where classes are inaccessible to teachers, vacation schools and correspondence courses with vacation tutorials are available. The following table gives the courses offered and the enrolments for each course : I
Subject
.
. . .. .
Botany . .. . Education II .. . Education I .. English .. . . Forestry .. .. .. Geology .. .. Handwork . .. Horticulture .. .. Infant Teaching II . . . Infant Teaching I .. .. Library .. . . Music .. .. Physical Education . . .. Speech Training .. Visual Education .. Visual Education (projectionist) Woodwork .. .. .. Zoology .. .. ..
. .. .
.
. .
..
..
TOTAL
..
..
.. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .... .. ..
..
.. .. ..
..
.. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
..
..
..
.. ..
.. .. .. .. .. .. ..
Lecture Courses
41 209 209 20
.. .. .. .. ..
59
.. .. .. .. ..
..
Cm='""''"" ..
97 87 21
I
582
205
26
.. .. .. .
.
..
15 33
..
..
.. .. .. .. .. .. ..
.. ..
May 1968
August 1967 •
I
.. .. .. .. ..
44
Vacation Schools
11
.. .. .. .. ..
78
.. ..
10 9 50 70 68 70 151 18 73
..
44
80 15 24 78
129
794
I
A vacation school for teachers of domestic arts was held for the first time in January 1968. During the three weeks of this school the subjects studied were nutrition and physiology. The twenty-nine teachers in attendance were experienced teachers who had prevously qualified for the Trained Secondary Teacher's Certificate (Domestic Arts) and were now seeking further qualifications towards the Diploma of Domestic Arts. During the year, a multitude of teachers' conferences and workshops were conducted throughout the State for the purpose of keeping teachers up to date with modern teaching methods. Many of these programs are organised and conducted by inspectors of schools, staffs of special branches, and other Departmental officers. Where possible, the Department gives support to teachers conducting their own in-service education programs. This is frequently done through teachers' professional associations, and it is pleasing to note that such associations are increasing in number and in membership throughout the State. By using teachers' college hostels during vacations when students are absent it is possible to conduct residential seminars for teachers. Over many years these have proved their advantage over most other forms of in-service education in that they provide more favorable circumstances for studying new methods, discussing problems, and exchanging new ideas on teaching. Forty-six secondary teachers attended such a seminar in September 1967 at Melbourne Teachers' College. Its theme was "The Senior High School". In May 1968, regional discussion group conferences for secondary school teachers were held at six centres as follows :Location
Burwood Teachers' College Secondary Teachers' College Malvern Ballarat Teachers' College
Hostel,
Teachers 65 65
70
Theme
Co-ordination in the Secondary School Co-ordination in the Secondary School Assessing, Interpreting, and Communicating Pupil Progress Assessing, Interpreting, and Communicating Pupil Progress Class-room Discipline Class-room Discipline
70 Secondary Teachers' College Hostel, St. Kilda Road, Melbourne 65 Bendigo Teachers' College 70 Secondary Teachers' College Hostel, Queens Road, Melbourne Fifty-four district inspectors and staff inspectors of primary schools took up residence in May 1968 at Frankston Teachers' College. Their seminar theme was "The Inspector in Action". In September 1967, eighty head teachers and teachers of primary schools attended the annual residential seminar at Somers Children's Camp. The theme of their seminar was " The Image of the Primary School ". Lecturers in education and psychology at primary teachers' colleges attended a residential seminar at Frankston Teachers' College in September 1967. It was considered that the introduction of the new course for the Diploma of Teaching (Primary) at the beginning of 1968 placed certain responsibilities upon the faculties within each college. The seminar therefore provided the conditions for twenty-four lecturers to hear addresses, to present papers, and to take part in discussion on aims and methods of education and psychology, as well as on the procedures and practice of teaching.
23 On the 20th of October 1967, a television program was telecast throughout Victoria on the national network for the purpose of introducing to teachers a new course of study in art for the primary schools. More than 13,000 teachers gathered round TV screens at centres throughout the State, and guided discussion followed each of three viewings, which depicted children at work with various art media. The occasion was unique, for it was the first time in Australia that television was used on such a large scale as a medium of in-service education for teachers. A subsequent survey revealed that teachers generally appreciated and benefited by this method of introducing a curriculum development. The second pilot course in educational administration was conducted by Mr. T. Moore, Assistant Director of Secondary Education, at Kew High School each Monday evening from the lOth of April 1967 to the 23rd of October 1967. New methods and course content were tried. Once again, in an evaluation of the course, the teachers, who attended voluntarily and regularly, were unanimous in expressing their appreciation of its value to them. Probably the greatest need throughout the Teaching Service today is for trained and competent educational leadership, and there is certainly no lack of eagerness among teachers to equip themselves for leadership within their profession. Courses in educational administration such as the pilot course would do much to train potential leaders, but regrettably, the availability of the course must be limited by the lack of well qualified staff. Probably the most significant event of the year was the presentation in October 1967 to the Director-General of the Report and Recommendations of a Special Committee appointed to examine In-service Training and Education. The committee had conducted a thorough inquiry over a period of three years and its report makes some far-reaching recommendations which reflect a growing recognition of the importance of in-service education in maintaining morale and efficiency throughout the Teaching Service. In May 1968, consequent upon one of the recommendations in the report, Mr. Martyn Cove was appointed Teacher Education Officer under the Director of Teacher Education, and was given special executive responsibilities in administering in-service education, including its further development under a Standing Committee on In-service Education.
24
REPORT ON PRIMARY EDUCATION By R. P. McLELLAN, B.A., B.En., M.A.C.E., Acting Director of Primary Education General Survey It is gratifying to record that during the period under review several plans referred to in the previous report on primary education have been implemented.
The new administrative position of Director of Special Services was created in March 1968, and the Director appointed to the position took over from the primary administration the direction and control of the special branches concerned with psychology and guidance ; physical education ; publications ; curriculum and research ; the education of the physically handicapped, the intellectually handicapped, the deaf, and the partially sighted ; as well as speech therapy and other special services. The influence and the work of these branches and services extends widely into the spheres of the secondary and the technical divisions as well as the primary division. Already from many aspects the new administrative structure has proved its effectiveness. The improved staffing schedule, improving the teacher-pupil ratio from 1 : 40 to 1 : 35, was approved by the Teachers Tribunal in August 1967. The complete implementation of the new schedule would require a number of additional teachers and a considerable number of additional classrooms. A realistic plan to phase the implementation over a period of three years was adopted. Already this procedure has resulted in the new schedule being implemented in approximately 60 per cent of primary schools. A carefully planned and systematic attempt has been made to meet the needs of non-English-speaking migrant pupils in secondary and technical schools as well as in primary schools. A survey completed in November 1967 of the number of migrant pupils in all schools revealed that in primary schools with a migrant population of over 40 per cent there were 18,665 migrant children. In secondary and technical schools with a migrant population above 21 per cent there were 7,724 such children in secondary schools and 2, 773 in technical schools. In November 1967 an experienced senior teacher highly competent in migrant education was appointed to the Curriculum and Research Branch to develop and co-ordinate plans for the teaching of English to migrant pupils of all ages in primary, secondary, and technical schools. An expert committee representative of all divisions of the Service has planned a special course in the teaching of English to migrant children. Teachers' guides for this course have also been provided. In addition, a scheme of in-service training for teachers of migrant pupils has been introduced. In these plans special attention has been given to the acquisition of fluent, idiomatic English, spoken with clarity, rhythm, and intonation. Pronunciation, grammar, vocabulary, written expression, and reading are being developed through the child's interests. Consideration is also being given to the cultural background of migrants. The results of these plans have been very gratifying.
Migrant Children Using a Language Laboratory at George Street, Fitzroy
25 The special problems of old established inner suburban schools have been under continual examination. Difficult problems arise mainly because of two factors. Enrolments at these schools, mostly of migrant children, are increasing rapidly and the very restricted sites prevent adequate classroom accommodation being made available readily. In some cases where additional classrooms have been provided, the pupils' playground areas have become very restricted. The difficulties of the provision of school accommodation in these areas are being overcome to a degree by the acquisition of local properties and the planning of multi-storey schools of special design. Special projects are being planned for Carlton, Fitzroy, Brunswick, North Melbourne, and Richmond. A specially designed secondary-primary school is being planned for the Collingwood area. While the provision of adequate classroom accommodation generally is a major concern, attention, in conjunction with the Public Works Department, is also being given to the improvement of school design and improvements to school furniture. Progress has been made in the investigation of improved procedures for the evaluation of teacher ability. Emphasis is being transferred from administrative convenience to the improvement of the teaching process as well as to the evaluation of capability for positions of higher responsibility. New procedures and new categories of teacher evaluation will be introduced in 1969. In 1970, the introduction of the biennial inspection of schools will provide further opportunity to increase the consultative and advisory roles of inspectors, as well as to improve the professional status of teachers generally.
Learning about ,Magnets at Moorabbin West
One of the major tasks to be undertaken during the coming year will be the investigation into the present extent and content of teachers' examinations for promotion. Much needs to be done in this matter. particularly in view of modern concepts of education. The introduction of the three-year course of training for the Diploma of Teaching in February 1968 has further emphasised the need to examine critically the qualifications required for successful school administration and pupil instruction. Improved methods for the introduction of new subject courses in primary schools will be implemented in 1969. A comprehensive plan of procedure for the in-service training of administrators and teachers has been prepared for the introduction of the new course in primary school science in 1971. The pattern of procedure will be the basis for the introduction of all new primary-school subject courses. The experiment of using television in collaboration with the Australian Broadcasting Commission for the introduction of the new art and craft course in October 1967 proved highly successful, and the use of this medium will be repeated for the introduction of other new courses. A specially selected committee has been inquiring into the effectiveness of school experience for teachers' college students and will present its conclusions and recommendations early in 1969. Methods of improved liaison between training schools and teachers' colleges are also under examination. The possibility of decentralising aspects of authority and direction from the primary administration to divisional areas, inspectors, and head masters will be further examined in the coming year.
26
Exploring the Environment at Heatherton
The triennial conference of State Directors of Primary Education was held in Melbourne during October 1967 under the chairmanship of the Victorian Acting Director of Primary Education. It is reassuring to record the unanimity of the aims and objectives of primary education in all States, though administrative and other procedures vary to suit individual State requirements. The conference was a valuable opportunity for the interchange of ideas. In view of the important and changing role of primary education and the consequent progressive changes in curriculum content as well as the new developments in philosophies and methods (all of which were emphasised during the discussions) it was agreed that the State Directors of Primary Education should meet more frequently. Instruction
Comprehensive reports from staff and district inspectors indicate that high standards of instruction throughout the State continue to be maintained. The reports generally refer to the evident spirit of enthusiasm and interest in progressive developments in education theory and practice. The encouragement given by inspectors who emphasise their consultative and advisory roles has assisted greatly in promoting enjoyment and a feeling of achievement in the teaching process. It has been emphasised also that the effective teacher maintains reasonable control with a minimum of tension and strain, anticipates difficulties, and encourages creativity and enthusiasm while providing a balance between freedom and control. It is evident also that it is realised that success in teaching depends to a high degree on the consideration of personal needs, on the morale, self-respect, and self-discipline of both pupils and teacher, and on encouragement of individual responsibility. In this climate of critical and creative awareness many worthwhile projects in catering for the individual differences of pupils have been attempted in many schools. Improved procedures are being used in the teaching of slow learners, and increased opportunities are being provided to extend the capabilities of gifted children. Experiments are being carried out with the use of Words in Colour and the Initial Teaching Alphabet, and in a variety of sequential reading schemes, as well as with ungraded ability grouping and programmed learning procedures. The new concepts in mathematics are being understood and presented with increasing clarity and facility. Teachers have made valuable suggestions in course development which have assisted in the planning of the content of curriculum courses. The success of the pilot courses in primary school science indicates that this new subject to be introduced in 1971 should prove acceptable as a modern approach in learning.
27 Primary-school subjects are being constantly reviewed by specially selected committees. Special efforts are also being made to introduce modern and creative approaches to music and speech training. It is pleasing to record the high praise given to the effectiveness of school libraries. These are regarded as centres of enrichment of learning. Parents give enthusiastic support to the establishment of libraries and continued effort is being made to provide these facilities for all schools. Increasing use is being made of educational excursions to centres of interest and of interchange visits between metropolitan and country schools. It is evident that children derive much enjoyment from the participation in school activities, and that teachers are providing a stimulating environment for the realisation of the aims of primary education. School Organisation
Improvement in the management of large schools is a noticeable feature. The majority of head masters are formulating effective school policies allied to local requirements. There is general acceptance that the head master's function involves the provision of educational leadership for the staff, as well as efficient school administration and the fostering of happy school, parent, and community relationships. Parent involvement in school activities continues to improve the educational process. Various ways are being used to promote parent interest. In many schools parent-teacher afternoons and evenings are held regularly. Attractive school gardens and surroundings also provide evidence of parent support. In schools there is evidence of increasing interest in planned department and subject co-ordination. Effective use is also being made of the special interests and abilities of members of staff. Conferences of teachers have become accepted features of school administration. Comment has been made on the difficulties of school planning because of the frequency of staff changes. Under the present classification and promotion procedures this problem will be difficult to overcome. In a number of schools critical examination is being given to the purpose and effectiveness of subject testing procedures. There appears to be a need for the continued training of teachers in diagnostic appraisal. In general, administrative details of school management receive close attention. In-service Training of Teachers
Vacation schools continue to provide a variety of courses for teachers during May and September. The effectiveness of vacation schools and allied courses needs further investigation. An inquiry has already commenced and it is anticipated that some improvements will be effected in 1969. In collaboration with the Teacher Education Branch and the Curriculum and Research Branch, staff inspectors and district inspectors continue to perform an important role in the provision of in-service conferences and workshops for teachers. In some districts the introduction of late afternoon and evening It is not always possible to accommodate all applicants for these schools.
Library Class at Belle Vue
28 study groups has proved very effective. A re-statement of the functions of the district inspector will emphasise the consultative and advisory roles. In country areas group leaders continue to provide valuable assistance to young teachers. Residential seminars for inspectors during the May and September vacations continue to receive enthusiastic support. Refresher courses for returning teachers and national servicemen are continuing very successfully. Part-time study and free courses for higher studies are used extensively by teachers of all ages. The in-service training procedures will be under constant examination by the specially appointed Advisory Committee. Trends : Recruitment, and Pupil Population TABLE 1.-PUPILS, TEACHERS, AND STUDENTS IN TRAINING Teachers (March) Primary School Enrolment
Year
I
Ratio of Pupils to Teachers
(August)
Classified Primary Teachers
Temporary
Total
Column 2 to Column 5
(See Note l below)
Primary Students in Colleges Including Those on Extended Courses (shown in brackets)
2
3
4
5
6
7
8
---·····
Column 1
1962
.. .. .. .. ..
1963
..
1958 1959 1960 1961
1964 1965
.. ..
1967
.. ..
1968
..
1966
.. .. .. ..
.. .. .. .. .. .. ..
.. ..
286,351
8,436
1,259
9,695
29·5
31·6
2,536 (129)
291,967
9,128
1,241
10,369
28·2
30·2
3,056 (154)
.. ..
296,762
9,575
1,046
10,621
27·9
30·4
3,389 (155)
303,725
10,306
1,006
11,312
26·8
29·8
3,555 (132)
..
308,194
11,361
786
12,147
25·4
28·4
3,567 (161)
..
313,115
12,156
600
12,756
24·5
27·7
3,578 (159)
..
319,410
12,910
466
13,376
23·9
26·9
3,575 (163)
..
325,820
13,515
365
13,880
23·5
26·7
3,562 (189)
.. ..
337,734
13,906
377
14,283
23·6
27·1
3,815 (175)
347,141
14.279
530
14,809
23·4
27·1
4,209 (221)
..
354,000
14,938
686
15,624
22·7
·····
..
1970
.. ..
1971
"
.. ..
1972
..
..
1969
26·5
4,601 (233)
~-~ ·----~~---·-------·
.. ..
362,000
..
..
16,000
368,000 371,000
.. I
375,000
..
.. .. ..
16,500
..
.. ..
.. .. .. ..
16,900 17,400
,
............
.. ..
.. .. ..
.. i
..
..
i
I
NOTES.-!. The ratios m Column 7 exclude pnmary teachers who are(a) teaching in secondary and technical schools, (b) on staffs of teachers' colleges and on special staffs, (c) on full-time and part-time studies. 2. The over-all averages given in Column 7 are influenced by small rural schools and the small pupil-teacher ratio required in schools for mentally and physically handicapped children. There are considerably higher pupil-teacher ratios in normal grades. 3. Figures below the dotted line are estimates. 4. The sharp rise in enrolments in 1966-67 was influenced by the increase in Victorian births in 1960--62, the inflow of migrants, and the changes in the Catholic education policy. These three factors will continue to influence future enrolments. The number of births decreased from nearly 66,000 in 1961 to 64.000 in 1966. In 1967, the number of births increased to over 65,000. This increase is expected to continue.
TABLE 2.-TEACHERS ON FULL-TIME EXTENDED COURSES
I
Men 1967
1968
Women 1967
'
.. ..
.. .. .. ..
1968
1967
1968
67
135
133
..
5
6
I
!
Trained Art and Craft Teacher's Certificate (Primary)
..
.. .. .. .. ..
Trained Homecrafts Teacher's Certificate (Primary)
..
,,
Trained Teacher's Certificate for Teacher of the Deaf
..
..
4
2
12
14
16
16
..
7
2
2
3
9
5
..
96
106
125
127
221
University Courses .. Agriculture (Diploma)
Trained Special Teacher's Certificate
..
.. ..
Trained Teacher-Librarian's Certificate
.. ..
Total
'.
..
Trained Physical Education Teacher's Certificate (Primary) TOTALS
..
..
..
..
..
56
66
5
6
6
10
10
12
16
22
7
7
9
8
16
15
11
13
11
21
22
34
2
2
2
2
..
..
79
..
I
233
29 TABLE 3.-PERMANENT TEACHERS RELEASED FOR FURTHER STUDIES Men
1967
Total
Women 196~
1967
1968
1967
1968
A . Full-time ReleaseSpecial Teacher's Certificate (1 term) Speech Therapy Course (3 years)
.. ..
Trained Teacher-Librarian's Certificate (1 year)
..
..
13
20
7
4
20
24
..
6
7
2
3
8
10
..
.. ..
7
9
8
6
15
15
2
5
5
..
..
..
..
5
3
..
..
..
..
..
326
360
49
75
375
435
..
..
..
..
..
357
399
66
90
423
489
Trained Teachers of the Deaf
..
B . Part-time ReleaseUniversity Courses TOTALS
..
SPECIAL ACTIVITIES Music Branch A staff of fifty-nine teachers, including seven graduates, assists the Supervisor of Music in the work of the Branch. Of these, two are in teachers' colleges, 39 in the metropolitan area, and twelve in the country. Leave of absence and study leave account for the remainder. In the country, group days are held and larger schools are visited regularly. Recorder, fife and drum, brass, and percussion bands are established in many schools throughout the State and involve more than 4,000 children. Workshops in recorder and brass playing are conducted annually. Last August, the usual annual festival/contests were held at the Prahran Town Hall, and trophies were presented by the Director-General. Approximately 21,000 metropolitan pupils attended the four Melbourne Town Hall concerts during the year and over 10,000 were present at orchestral concerts in provincial centres. Further features of the year were the two A.B.C. Moomba concerts which 5,000 primary pupils attended, the three Vienna Boys' Choir performances with their audiences of almost 8,000, and music festivals at ten metropolitan and provincial centres. Bentleigh High School provided the music for this year's Education Week service at Wesley Church. The Branch maintains a close liaison with the A.B.C. and takes an active part in the preparation of school broadcasts and telecasts. Practical and written examinations for the Elementary Singing Certificate and the Singing Teacher's Certificate, Grade I, are conducted annually. In the field of in-service training, workshops for recorder and brass playing have been well attended ; two vacation schools have been held during the year ; and weekly classes for teachers requiring singing qualifications have been maintained, including a course for temporary teachers of music seeking permanency in technical schools. Songs for publication in all issues of The School Paper have been provided. The music for The School Paper for Forms I and II in February, which was a complete music number, was supplied by Miss Cameron, a secondary inspector. An interesting, informative, and attractive set of charts on the Instruments of the Orchestra has been published in conjunction with the Visual Education Branch. With respect to equipment, tape recorders approved in the estimates for the last two years have not yet been supplied. Provision of clerical staff would lessen the load carried by the senior staff, whose musicianship and teaching experience should be used in the schools and in helping the junior staff. Art and Crafts Branch Art and crafts activities in primary schools have been given added impetus during the past twelve months by the introduction, from the beginning of 1968, of a revised course and by the production of three telecasts covering painting activities, clay modelling and constructional activities, and threads and textiles. These were viewed by teachers all over the State in October. There are now one hundred and forty-three art/craft centres and rooms, all staffed by specialist teachers. Nineteen new centres were approved during the year. The art, craft, woodwork, and metalwork activities in consolidated schools are being handled by a specialist staff of 260. While activities in these schools are decreasing, the work in the primary schools continues to expand. Sixteen specialist teachers are planning and assisting with the craft training of senior boys and the art /craft activities of the junior girls and boys. The recently adopted principle of providing senior craft rooms equipped with power tools to handle job-training skills will be of considerable assistance to the senior boys. With more trained teachers available for workshop teams, it has been possible to cater for larger groups of country and suburban teachers and to carry out a more effective follow-up in schools. One-day workshops are being held with heads of schools, and these have been valuable at an administrative level in introducing the new concepts of the revised course. Vacation schools in art, woodwork, and handwork have provided instruction for eighty-three teachers in preparation for the Certificate of Competency in Handwork and the Teacher's Certificate in Woodwork.
30
I Art and Craft at lvanhoe East
The one-year extension course for the Trained Art and Crafts Teacher's Certificate (Primary) provided twenty-two trained teachers for appointment to specialist positions this year, and an additional thirty-three are at present in training and wiH be available for 1969. State Schools' Nursery Spacious grounds and attractive garden settings are now regarded as essential features of the modern school. The importance of planned development and the problems associated with the planning and the maintenance of these grounds have created a keen interest in all branches of horticulture. During the period covered by this report, 1,758 schools in all three divisions of the Education Department were affiliated and received 1,694 packets of seed, I 77,600 seedlings, 20,433 trees and shrubs, 47,000 herbaceous plants, 11,041 indoor plants, and 1,059 dahlia tubers. During the year the Supervisor visited 94 schools throughout the State to assist in the selection of suitable varieties of plants for use indoors and around the grounds, and to help in overall planning and development of playing fields, shelter belts, lawns, and gardens. Vacation schools in horticulture are still unable to cope with the number of teachers applying for enrolment. Two hundred and twenty-four candidates undertook the examinations in the Theory of Horticulture, Grades 1 and 2. Exit students from the metropolitan primary teachers' colleges visited the nursery for some instruction in the fundamentals of propagation and the care of plants. The Supervisor visited teachers' colleges at Bendigo, Ballarat, and Geelong and addressed exit students on the maintenance and development of attractive grounds. School excursions have been organised and conducted tours of . the nursery have been arranged for pupils from metropolitan schools. Boys from district primary and special schools attend regular classes in the theory and practice of horticulture. A special course for retarded pupils has been introduced. As was the case last year, the significant feature of this year's activities has been the increasing demand for assistance from secondary and technical schools in the maintenance and development of grounds and the keen interest of most advisory councils, school committees, teachers, and pupils in their school surroundings. Increasingly, it is realised that the benefits of an attractive environment, while apparently intangible, are real and lasting. Correspondence Tuition Correspondence tuition is provided for children from Grade I to Grade 6 in all primary school subjects except music and physical training. Changing subject content and methods of teaching demand the rewriting of present courses to suit the needs of the pupils and this is being undertaken. The following pupils are eligible : 1. Children living beyond the statutory distance from school in Victoria and in the Riverina district of New South Wales. 2. Children disabled physically or psychologically maladjusted, to a degree requiring an extended absence from ordinary school. 3. Children of itinerant parents and seasonal workers. 4. Children of parents temporarily overseas or interstate. The gross number of enrolments for 1967 was 770, and for 1968 (prior to June), 579.
31 Pupils in the primary school are divided into two sections : (a) General section, (b) physically handicapped section. In the physically handicapped section 191 students were enrolled, and those in the metropolitan area were visited regularly by four teachers. One primary radio lesson per week is broadcast over 3AR and all regional stations. Short-wave lessons were broadcast by the schools station which is connected by land line to the Royal Melbourne Institute of Technology for transmission. Some 200 radio lessons in which ten teachers participated were broadcast to thirty small groups of listeners. Television and Radio Surveys reveal that 95 per cent of secondary and technical schools are equipped with at least one television receiver ; and approximately 40 per cent of primary schools are equipped to receive television programs produced especially for schools by the Australian Broadcasting Commission. Ninety-seven per cent of primary schools are equipped to receive radio broadcasts. Many schools make considerable use of both radio and television programs. To help the Australian Broadcasting Commission to provide the type of educational radio and television programs required by schools, the Department has seconded a number of experienced teachers to assist with the preparation and presentation of broadcasts. These teachers also undertake research into the effectiveness of programs and assist in the preparation of teachers' notes and school booklets. Junior Red Cross The number of Junior Red Cross circles and clubs in Departmental schools is now 435 ; of the new clubs established during the year fifty-six were in State schools. In addition to making toys and raising money, older pupils visit lonely and elderly people. Major projects for the current year have been the supply of a land-rover for Vietnam, the provision of a year's supply of powdered milk for crippled children in Singapore, and of clothing, books, toys, school requisites, and sports equipment for needy children in the Northern Territory, PapuajNew Guinea, India, and South-east Asia. The international exchange of art, craft, and friendship albums is an important activity and many new friendships have been developed in this way. Certificates in first aid and home nursing have been obtained by 1635 juniors, as the result of classes conducted by members of the Red Cross staff. Seven regional junior conferences and a teacher/leaders' seminar were organised during the year. Boys and girls from many State centres attended the annual training camp at Mt. Evelyn in January. Appreciation is again expressed of the support received from district inspectors, heads of schools, and teacher /leaders. Gould League of Bird Lovers During the year, 36,124 new members were enrolled, an increase of 4,654 over the previous year. This brought the total enrolment since the League's inception to 856,488. Five hundred and nine schools participated in competitions. In the metropolitan area, Dandenong was the winner, with Balwyn and Ferntree Gully filling second and third places. Hamilton, Beechworth, and Bairnsdale, in that order, were the successful country inspectorates. The Bird Observers' Club prize went to Lucyvale State School, and the Leach Memorial Prize, for the school gaining the most prizes in all sections, was awarded to Tooborac school. Three successful field days were held at Eltham Park and over 3,000 pupils and teachers from 124 metropolitan schools attended. Contact with schools is maintained through the League's bi-monthly publication, The Nature Trail, and The Bird Lover, the League's annual magazine. District organisers continue to play an important part in fostering the activities of the League in their inspectorates. In July, the Education Department suffered a grievous loss in the sudden death of Mr. E. C. Krieger. At the time of his death, Mr. Krieger was the President of the League and members of Council will remember him as a genial chairman with a keen sense of humor. During his active teaching career and later, as an inspector of schools, he always took a lively interest in all phases of natural history and his knowledge of wildlife and its conservation problems was of considerable benefit to the Council of the League in its deliberations. It was also with regret that the Council of the League learned of the death of one of its Vice-Presidents Mr. E. T. Charlton. Mr. Charlton's association with the Gould League covered many years during which: besides being a member of the Council, he also served as secretary-organiser. He was at his happiest when among children, and his valued services as a lecturer were always at the office staff's disposal.
Gillies Bequest For more than thirty years the Gillies Bequest Library provided an excellent service to many hundreds of rural schools by means of regular loans of boxes of books. Mr. C. J. Bevan was in charge of the library until his retirement in 1966. His energy and organising ability contributed much to the success of its operation.
32 A major change was introduced in 1967. With the increasing importance of the school library \n recent years it was felt that gifts of books to individual schools would be preferable. Eight thousand books were, therefore, distributed as gifts to 130 selected schools. As funds from the Bequest become available more books will be donated to school libraries. A meeting of the Committee of the bequest was held in May. for allocation, and the following amounts were allotted.-
A total of $7,518.71 was available
Library $
Primary division Secondary division Technical division
2,000 700 300
Music Primary division Secondary division Technical division
1,000 2,000 1,000
This is the first occasion on which a substantial allocation has been made towards the fostering of music in the secondary and technical divisions. As previously agreed, the next meeting of the Committee will be held early in 1971. Christmas Toy Appeal A feature of the 1967 Christmas Toy Appeal was the increasing number of schools contributing money, either instead of or in addition to toys. Two hundred and thirty schools responded to the appeal, and an increasing proportion of the 6,215 toys donated came from post-primary schools. From a total sum of $588 in 1966, contributions rose to $1,325. Since the inception of the appeal in 1949, 117,620 toys have been provided by schools for distribution to children of ex-servicemen and children in welfare organisation institutions. Early in December, at a gathering which included the Assistant Director-General (Mr. W. B. Russell) and the Chairman of the appeal (Mr. R. P. McLellan), the toys and cheques were presented to the presidents of Legacy and "Carry On" by student representatives of the primary, high, and technical schools. The letters of appreciation which were subsequently received indicated very clearly the need for a continuance of this important and rewarding activity.
A Corner of the Toy Display
33 Education Week 1967 The 1967 Education Week was the twenty-fifth successive Victorian observance and the committee responsible for its organisation felt that the time was opportune to evaluate the progress made and to look for guide lines for the future. During the year, the aims of the week were re-defined and published and district inspectors, who provide the most reliable estimate available of the State-wide impact of the observance, were invited to adopt a critical approach to existing routines and to present a balanced picture of objectives, achievements, shortcomings, and matters requiring attention. The mood of this approach was reflected in the reports that followed. Enthusiasm was, at times, tempered by some reservations, with an ambivalent verdict as the result. In general, however, the inspectors saw the spectacle of the 1967 Education Week as one of intense activity, whole-hearted co-operative effort, and a rewarding association of the schools with the adult world around them. In their view, each year appears to bring more " open day " visitors, greater municipal support, and augmented public interest. Many stress the need for a continuous review of the form of the observance in each school but, overwhelmingly, the consensus of opinion is in favor of retaining the observance. The Committee has continued to support the view that difficulties and shortcomings in schools should not be minimised. It is realised that the problems of presenting a balanced picture are not small, but during the 1967 Education Week some schools succeeded in conveying the impression that, while progress is being made, more could be achieved if better equipment were available for use in an improved environment. The lesson was not lost on discerning parents. Liaison with the New South Wales Department of Education during the year is expected to result in a simultaneous observance in Victoria and New South Wales in 1969. This would facilitate a combined approach to the Australian Broadcasting Commission in publicising the week and also, possibly, establish the basis for an Australia-wide observance-a logical outcome of the increasing importance which is now being attached to education at Federal levels. Further matters which have engaged the attention of the Committee during the year have been the publicity potential of suburban shopping centres and the need for more evidence of the observance within the inner city area. Arrangements are in hand for greater use of shop-window displays, physical education displays, and music recitals in the city, and static and mobile displays in at least one large suburban shopping centre. An extension of the use of television and radio is also planned. There is still an obvious need to widen the impact of the observance by involving sections of the community that are not directly involved with schools. In one important respect, however, a considerable measure of success has already been achieved. Generations of parents have, hitherto, been reconciled to an acceptance of their inability to assist in the educational progress of their children. No longer are they imbued with this feeling of helplessness. In recent years, contacts with teachers have brought an increasing awareness of their potential influence in creating a good school situation. This discovery has had a galvanic effect on thousands of parents ; it will influence them even more in the future. It can fairly be said that Education Week has been a major factor in this process. No report would be complete without reference to the district inspectors, heads of schools, and teachers who demonstrated by their efforts a fundamental and abiding belief in the importance of the occasion. State Savings Bank The number of depositors in State schools has increased by 29,416 to 530,386 during the last two years. There are now " banks " in 2,232 State schools and 337 registered schools. Deposits in State schools total $8,052,802 and in registered schools $706,555. All of these figures indicate the continuing importance of the work of the State Savings Bank in our schools. State Schools' Relief Committee As forecast in 1967, the number of applications for assistance by heads of primary, secondary, and technical schools increased considerably during Term I, 1968. As a result, the Committee appealed to larger schools in all divisions for urgent financial assistance. The S.S.R.C. will be able to continue to accede to all requests for assistance only if social service league donations from schools are increased by at least 10 per cent. For the twelve months ended 30th June 1968, 2,608 primary school and 763 secondary school children have been assisted, compared with 1979 primary and 509 secondary children in the preceding twelve months. The wholesale value of these parcels of footwear and clothing issued during the current period amounted to $45,764, compared with $36,065 for the previous year. Many letters of appreciation have been received, and the Committee is thankful that it has been able to accede to all requests. The free transport of parcels by the Victorian Railways is deeply appreciated. The Committee is most grateful for the steady support it receives from schools but feels that many overlook the claims of our organisation when social service league funds are being distributed. Without augmented generous support from both rag salvage and social service leagues the work of the society will be considerably curtailed. The Executive Officer continues to assist the Ministering Children's League in arranging for pupils to visit Queenscliff for holidays. 8854/69-3
34 Social Service Leagues
The following table gives details of funds raised by school social service leagues during the financial year ended June 30th 1968 :Type of Appeal or Charity
Hospitals .. .. State Schools' Relief Committee Handicapped Children . . Red Cross .. .. Other .. .. ..
.. .. .... ..
Estimated Value of Goods Donated
Cash Donations
.. .. .. .. ..
.. ..
... .
..
$ 61,539 15,837 32,052 5.161 94,989
I
209,578
Totals
$ 20,498* 12,701 1,924 944 7,917
$ 82.037 28,538 33,976 6,105 102,906
43,984
253,562 ·······--
• This includes 37,057 dozen eggs valued at $19,092.
As well as making the above contributions, league members engaged in various social service activities and collected donations of other goods, the monetary value of which could not be assessed.
35
REPORT ON SECONDARY EDUCATION By R. A. REED, B.Sc., DIP. Eo., M.A.C.E., Director of Secondary Education
Introduction The year 1967~ 1968 has been one of progress and achievement for secondary education, particularly in curriculum revision. The Curriculum Advisory Board continued its deliberations, which have led to a number of interesting experiments in curriculum planning. At the same time a deliberate attempt was made to involve all teachers in discussions on curriculum through a series of school, area, and regional meetings, from which many valuable reports resulted. These meetings were planned to culminate in a seminar during the second term vacation, to be followed up by a further program of area discussions, some experimental work in 1969, and the introduction of a new curriculum for most schools in 1970. This exercise has aroused considerable interest and enthusiasm, and has provided teachers with an opportunity to make a significant contribution to curriculum planning. Valuable experiments in school organisation, curriculum, and teaching methods are already being undertaken at a number of schools. The experiments at Kyneton, Maryvale, Ferntree Gully, and Moreland, in particular, are arousing considerable interest. The results of the work of the members of the Educational Architecture Research Laboratory can now be seen in the new buildings which are being completed for a number of high schools. The imaginative design will be a challenge to both teachers and pupils, while the attractive appearance should stimulate intense local interest. The members have also been concerned with the proposed senior high school, the design for which has now reached an advanced stage. They are also taking an active part in the planning of an education complex for the new Collingwood High School. These works, in which parents and teachers join the planners and the architects, are essentially exercises in co-operation. Enrolments continue to rise as more students elect to remain longer at school. Generally, however, accommodation and staffing are adequate, except in science and mathematics, where the drain to industry and tertiary institutions remains a serious problem in spite of increased recruitment and training opportunities. The question of meeting the needs of pupils who remain at school for a general rather than a professional course is still being discussed and will be answered in the light of decisions made by the Victorian Universities and Schools Examinations Board concerning the fifth and sixth years of study. A very healthy critical spirit pervades secondary schools. It concerns the administration, the role of the school, the professional status of teachers, future developments in education, and parent-teacher relations. This spirit of inquiry, combined with the devoted attitude and high ideals of the vast majority of teachers, is one of the most encouraging features of the Secondary Division at the present time.
ENROLMENT AND ACCOMMODATION Enrolment The following figures show the increase in secondary school population over the past four years. 1965
1966
1967
1968
Type of School
Pupils
Schools
Pupils
Schools
Pupils
..
121,275
203
133,535
223
139,128
22~
144,068
235
Higher Elementary Schools ..
1,237
10
556
8
585
8
576
8
.. ..
2,650
14
2,372
14
2,060
13
1,803
13
84
4
71
3
86
3
114
3
..
8,144
16
2,239
6
2,095
6
1,330
4
..
133,390
247
138,773
254
143,954
258
147,891
263
High Schools
Central Schools Central Classes
.. .. ..
Girls' Secondary Schools Totals
..
Schools
Pupils
Schools
There are now 188 schools providing instruction to Matriculation level, and of these 89 are in the metropolitan or outer metropolitan area and 99 are in country areas. The number of schools approved by the University of Melbourne to conduct their own Leaving Examination is now 91 of which 69 are metropolitan schools and 22 are country schools. The Intermediate Examination has now been abolished. The table set out below shows the number of pupils enrolled in Form I from 1958 to 1968 and the level of education at which they left school. The number of pupils at each level in February 1968 is shown by the figures below the stepped line.
36 Number in Form I
Year of Admission
Numbers Remaining in Successive Years Form II
!
Form III
Form IV
Form V
Form VI
1958
..
..
22,749
21,439
18,194
14,024
9,292
4,781
(1963)
1959
..
26,993
26,156
22,155
18,547
11,926
6,031
(1964)
1960
..
27,870
26,466
23,539
19,434
12,454
6,708
(1965)
1961
..
27,839
26,541
23,897
19,690
12,912
6,912
(1966)
1962
..
.. .. .. ..
29,638
28,262
25,801
21,878
14,422
7,587
(1967)
1963
..
8,674
(1968)
1964
..
1965
.. .. .. ..
1966 1967 1968
.. ..
30,795
29,599
27,981
23,503
16,347
31,472
31,179
28,963
24,669
18,431
..
32.732
32,404
30,117
26,020
..
32,569
32,197
30,245
33,037
32,576
.. ..
33,682
These figures show not only a steady growth at each level but also a definite tendency for pupils to remain at school longer. The percentage of the Form I intake continuing to Form VI has risen from ll· 6 in 1958 to 28 in 1968. At the Form V level the increase has been from 28 ·4 per cent to 59 per cent over the same period, while at the Form IV level the increase has been from 55·4 per cent to 79 per cent. It will be noted from the table that the increase is particularly significant at the Form V and VI levels.
Asian Students The number of post-primary Asian pupils enrolled in Victorian high schools for the past four years was as follows :Year
1965
..
1966
..
1967 1968
.. ..
.. .. .. ..
.. .. .. ..
Form I
Form II
Form IV
Form V
2
10
8
12
65
124
221
1
1
8
13
70
193
286
Nil
1
2
9
52
191
255
Nil
Nil
Nil
10
29
155
194
I
Form III
Form VI
Total
It will be noted that there is an appreciable decrease in the number in attendance, especially in the junior forms.
The number of Asian students at the Matriculation level studying in the science-mathematics field was 125 while those in the humanities-commerce field numbered 39. Generally the science-mathematics group performed better in the examination in December 1967. A total of ninety-four matriculated, achieving among them twenty-one first-class honours and ninety-seven second-class honours. About 23 per As in the past years, 60-70 per cent proceeded to cent of Asian students failed in English Expression. tertiary studies and approximately 25 per cent returned to school to repeat Matriculation. At the Leaving level, fifty-nine per cent of students studied science-mathematics and averaged 5 subject passes each in the December 1967 examinations, while the humanities-commerce group of thirty-nine per cent averaged 4·1 passes each. Approximately 65 per cent of these students proceeded to Matriculation in 1968. During 1967 the Education Department set up an advisory committee for Asian students in Victorian State secondary schools. The committee is a small one consisting of six teachers who are co-ordinators of overseas students in their own schools. One of the committee's main tasks in 1967 was the production of a circular of information and suggestions on matters concerning the interest and welfare of Asian students in our schools. Co-ordinators from several high schools not represented on the committee attended meetings on invitation and were able to discuss problems and make useful suggestions concerning the welfare of overseas students. Representatives of the Commonwealth Departments of Immigration and External Affairs, as well as the Overseas Co-ordinating Committee's organiser of the Host Family Scheme, also attended meetings. All high schools in which Asian students are enrolled made a special effort to help these students to adjust to their new environment and to make their stay in the school as fruitful and enjoyable as possible. During 1967 a few Asian students had problems which the school could not solve. These were referred to the Education Department, with a satisfactory outcome in each case. The year 1967 was another very successful year as far as Asian students in our high schools were concerned. Through its participation in the scheme to admit private overseas students into our schools, the Education Department continues to make a significant contribution to the developing countries concerned.
37 Buildings and Sites New high schools were established from the 1st of January 1968 for the following areas :South Melbourne, Ferntree Gully, Keilor Heights, Pembroke, and Balmoral. The pupils at these schools were temporarily accommodated in existing schools or in portable classrooms in the grounds of other schools. New buildings were occupied at Donvale, Geelong North, Hurstbridge, Moorleigh, and Upfield. A total of 29 science rooms were erected with the aid of Commonwealth grants at the following 16 schools :- Beaumaris, Bell Park, Colac, Corryong, Dandenong, Donvale, Footscray, Geelong North, Moorleigh, Mornington, Niddrie, Nunawading, Queensc'liff, Reservoir, Swift's Creek, and Upfield. In addition third sections were added to Koonung, Lalor, Parkdale, and Mount Waverley, and classrooms were added to the following schools :-Banyule, Box Hill, Colac, Corryong, Echuca, Foster, Hadfield, J. H. Boyd College of Domestic Economy, Lyndale, Nhill, Ouyen, Preston East, Oberon, Queenscliff, Shepparton Girls', Swift's Creek, and Dandenong. In spite of the extensive building program, accommodation problems persisted in some schools and some areas. These problems were solved by the use of portable classrooms. As in previous years, Government grants were used to assist projects being undertaken by individual schools. Assembly halls were built at the following high schools :-Ashwood, Bentleigh, Camperdown, Caulfield, Dandenong, Dandenong Girls', Murrumbeena, Mornington, Norwood, Springvale, Wangaratta, and Warrnambool. Substantial assistance was also given to provide sporting facilities, ground improvement, senior libraries, canteens, and change rooms at forty-eight metropolitan and country schools. The provision of s11itable sites for future building requirements is in the hands of the Buildings and Sites Committee on which the Secondary Division is represented by an Assistant Director of Secondary Education. During the past year official opening ceremonies of new secondary schools, or of additions to existing schools, were carried out by the Minister of Education at Charlton, Flemington, Collingwood Girls' Secondary School, Bacchus Marsh, Maryborough, Oakleigh, Frankston, Glen Waverley, Ringwood, Mornington, Kyneton, and Castlemaine. Zoning and Placement of Pupils As in past years, a zoning system operates in the metropolitan area and in the provincial cities in order to make the best use of the available accommodation. Zones for schools are determined by Placement Committees under the chairmanship of the district inspectors in consultation with staff inspectors and an Assistant Director of Secondary Education. Independent appeals committees consider all applications from parents wishing to have their children enrolled at schools outside the zone in which they live. The present policy regarding enrolments for Melbourne, Mac.Robertson, and University High School has been under review for some time. The establishment of a greater number of inner metropolitan high schools has created some enrolment problems at the three schools. For 1969 enrolments at University High School will be made not only from the normal entry from central schools, but also on a competitive basis from Form n students in high schools. If the experiment is successful it is planned to extend it to the other two schools in 1970.
Additions at Box Hill High School
38
Exterior of Hexagon Classroom at Heatherhill
Inside Hexagon at Heatherhill
STAFFING OF SECONDARY SCHOOLS In March 1968 there were 507 more classified teachers and 500 more temporary teachers available in the Secondary Schools Division than in 19670 The pupil-teacher ratio at the beginning of this year was 17°3: 1 as compared with 18 °1: 1 in 1967, 19: 1 in 1966, 19°2: 1 in 1965, and 21: 1 in 19620 Comparative figures for the last five years are as follows:Classified Teachers Date
I
31st 31st 31st 31st 31st
March March March March March
1964 1965 1966 1967 1968
00 00 00 o
o
00
00 O o
00 00 00
Men
00 00 00 00 00
oo
00 Oo
00 00
00 oo
00 00 00
00 00 00 oo
00
2,446 2,715 2,852 3,123 3,340
Women
I
I
1,741 1,961 2,141 2,262 2,552
I
I
Total
4,187 4,676 4,993 5,385 5,892
39 Temporary Teachers Date
31st 31st 31st 31st 31st
March March March March March
.. ..
.. .. ..
1964 1965 1966 1967 1968
Men
..
.. ..
..
..
.. .. ..
..
..
.. ..
..
.. .. ..
.. ..
..
.. ..
661 678 729 908 1,145
..
..
..
..
Women
Total
1,442 1,640 1,759 1,947 2,210
2,103 2,318 2,488 2,855 3,355
All schools were staffed to schedule or better as far as overall numbers were concerned, but during the year some problems were experienced in the mathematics and science subjects. High schools in western and northern suburbs were the most difficult to staff ; women in particular failed to apply for many senior positions in several of these schools and also in country areas. A recruitment compaign sponsored by Canadian school systems attracted some 40 teachers from the Secondary Schools Division of this Department. An examination of the statistics on resignations and retirements of classified teachers, set out below, shows that to the end of 1967 there were fewer losses than in the previous year. Retired Year
1964 1965 1966 1967
.. .. ..
.. .. .. ..
..
Resigned
Died
.. .. ..
..
..
..
.. .. ..
..
..
..
Total Loss
8
11
9 9
Age
lll-health
32 32 25 31
11 32 14
Marriage
Other Reasons
62 99 73 48
11
342 520 505 381
455 694 626 480
The general staffing situation m the Secondary Schools Division continues to show gradual improvement. RECRUITMENT OF SECONDARY SCHOOL TEACHERS The following table covering applications and awards of all types of secondary studentships for the past four years gives a clear indication of the steady increase in the number of applicants. 19~5
1963-64
.. University. . .. Higher Diploma of Teaching (Secondary) .. .. Higher Diploma of Teaching (Art and Craft) Domestic Arts Teacher-Librarian Physical Education ..
..
TOTAL
..
Net Awards
Applica· tions
Net Awards
Applications
Net Awards
1,950
950
2,763
924
2,811
..
..
..
..
..
255 209
•
Applications
Net Awards
Applications
Net Awards
1,084
3,193
1,274
3,363
1,231
..
..
..
235
127
52
243 165 78 300
106 75 23 54
1,503
4,384
1,616
320 190
98 82
263 175
97 78
247 148
..
..
..
54
254
47
304
41
302
2,598
1,180
3,527
1,151
3,553
1,300
3,890
184
1967-68
.
90 86
..
I
1966-67
Applications
.. .. .. .. ..
1965-66
..
97 80
..
One thousand and ninety-eight students were awarded Leaving bursaries and 998 were awarded Matriculation bursaries. These were selected from 4,454 applicants and from 3,383 applicants respectively. Statistics covering the number of students in training as secondary school teachers are given elsewhere in this report. TRAINING OF SECONDARY SCHOOL TEACHERS A comprehensive report on the training of teachers is included elsewhere in this report. However, the following points are of particular interest in the secondary division. Secondary Teachers' College
At the Secondary Teachers' College there are now more than 2,100 students taking university courses and Trained Secondary Teacher's Certificate courses. Both the number of staff and the accommodation provided are inadequate. The shortage of staff is aggravated by the loss of experienced, highly qualified staff to other tertiary institutions. In the case of accommodation, some easing of the situation should arise from the additions now being constructed. Both of these problems, however, are related to two questions : the future status of the College, and the full development of the Grattan Street/Swanston Street corner. Both of these questions are receiving much attention. The possibilities of securing degree status for the four-year College course, and of developing the corner site as a centre for the training of all secondary teachers are being strongly supported.
40
Assembly Hall at McKinnon High School
The number of students enrolled in the various courses are given elsewhere in this report. Of particular interest is the enrolment in the part-time training course for temporary teachers. Of the 222 teachers in this course, 140 are graduates. These figures suggest that this course will provide a group of well qualified trained teachers in future years, but problems of staffing and accommodation will have to be solved if the course is to proceed effectively and efficiently. The total number of students enrolled in correspondence courses is 135. Tuition involves 180 entries in 17 different subjects. However, dropouts remain a problem. Future enrolments are expected to rise sharply as universities offer fewer subjects to external students, and College subjects are accepted more widely, e.g. for Second Honours. Until hostels are provided for students from Monash Teachers' College and for La Trobe students, there will be a serious shortage of accommodation for secondary studentship-holders. Half of the places available at each hostel are reserved for new students, so many returning students, having had one year only in a hostel, must make way for others. This year places could not be given to 53 returning men, 35 returning women, and 24 new women students. Accommodation was given to 153 Monash students. A few La Trobe students entered hostels but withdrew before the end of first term when they found the travelling excessive. The location of hostels in relation to the universities remains a problem which must be faced and solved. La Trobe Training Centre The increase in the number of students to 400 at the beginning of 1968 made it necessary to replace the part-time supervisor by a full-time supervisor located at La Trobe University. This supervisor has maintained close contact with the University administration, which provided him with temporary accommodation. He assisted with registration and enrolment procedures by interviewing each of the 300 new studentship-holders and advising them on their courses.
As anticipated, some problems have arisen with regard to the second and third years of the courses of students in the School of Humanities who failed in one of the two subjects normally considered directly relevant to the secondary school curriculum. The limited scope of the course available has been mitigated to some extent by the j udicious selection of the units in the other disciplines. The practice in the School of Social Sciences of not allowing a student who has failed a first-year unit to carry any additional unit in either of the two later years means that any such student will be unable to complete his degree in the minimum time. Examination results are pleasing. In summary, 83 · 5 per cent of studentship-holders passed the first year of the course. The comparative figure fo li non-studentship-holders was 68 per cent. It is anticipated that Schools of Education and Behavioural Sciences will be established in 1970, by which time there will probably be 1,000 stud entsbip-holders enrolled. Monash Teachers' College Monash Teachers' College entered its third year of occupancy with increased accommodation problems, which were met but not solved by the provision of seven portable classrooms. Although the grounds and buildings are maintained in excellent condition, the serious stortage of suitable library accommodation is a matter of grave concern in a tertiary institution.
41 The staffing position is satisfactory. It is gratifying to note that so many members of the College staff are engaged in extra-mural activities which contribute to new developments in educational thought and practice. This is particularly so in the field of in-service training and through subject and curriculum committees. The development of College television programs should result in considerable assistance being given in many areas of study. Three-year and four-year courses of training are now being offered by the College. To meet the needs of the increased enrolment of 251 students, seventeen academic subjects are offered in addition to a complete range of education subjects for students in the final year. Initial planning is under way for a new program in physical education which is expected to commence in 1969 or 1970. As indicated in earlier reports, close contact has been maintained between the College and Monash High School, which has been set up as a research and demonstration centre to co-operate with both the College and the Faculty of Education at Monash University. The Steering Committee, comprising representatives of the .three institutions, continues to supervise activities of this nature at the school. Several members of staff are engaged in projects related to improved teaching methods, while two members of the College staff, together with the history co-ordinator of the school, are making a documented study of a new history course. Limited use is made of the television facilities and the demonstration room, but this may be extended as members of the College staff take classes at the school in 1969. The College must plan for a future student population of 3,000, with I ,000 following an internal course. This development highlights the need for additional accommodation which must include not only gymnasiums for the physical education course, but also a library, classrooms, hostels for students, and adequate offices for staff. Teachers of Home Economics
The training of teachers of home economics is being shared by " Larnook " College, Emily McPherson School of Domestic Economy, and Toorak Teachers' College. This year there are 239 students in training, including eight fourth-year students and ten overseas students. At the end of 1967, 82 students graduated from the three-year course and 13 from the four-year course. The College still faces problems caused by the dispersal of training through three colleges ; the scattered nature of the buildings comprising " Lamook " ; the inadequate facilities for students, practical subjects, and science teaching ; and the lack of experienced senior staff. In spite of these problems excellent professional and personal standards are being maintained. During the year discussions on a possible four-year course of training continued, and there was a gratifying response to the introduction of a three-week vacation school at which classes in fourth-year diploma subjects were held. This experiment was so successful that it will be continued during the long vacation at the beginning of 1969.
Homecrafts at Heatherhill High School
42 Art and Craft Teachers
Two courses are now offered to students : Higher Diploma of Secondary Teaching (Art and Crafts) which is a four-year course, and Trained Secondary Teacher's Certificate (Art and Crafts) which is a three-year course. Both of these courses have been transferred from the Melbourne Teachers' College building to rented accommodation in Kay House, which is reasonably close to the College, to the Public Library, and to the Royal Melbourne Institute of Technology. This building provides lecture rooms, tutor rooms, staff rooms, and offices, as well as studios and work-rooms. The members of staff must be commended for their work in establishing the new four-year course in the face of serious difficulties associated with shortages of accommodation and equipment, and for the very high standards being achieved by their students. The attitude of the students to their work and their co-operation with the staff in overcoming problems have also been noteworthy. As the new course develops, it is becoming obvious that the planning committee designed a sound and well integrated curriculum. There is a closer relationship between various experiences and areas of work, which in the past were isolated, frequently in different institutions with divergent aims and approaches. The substitution of advanced studies in design and material studies, in place of a limited experience in a variety of minor crafts, is resulting in a real understanding of the whole basis of creative experience in two and three dimensions. While the development of sound basic skills in practical areas and a high degree of performance in elected areas is still sought and attained, it is now possible to direct the course towards the training of art teachers as distinct from training artists or craftsmen more suited to the demands of industry. However, in order to prevent in-breeding and any divorce from new ideas and developments, the services of outside authorities on various aspects of the course and of practising artists and craftsmen are being sought. Further developments are expected when the College assumes responsibility in 1969 for the entire course at the first-year level. In-service Training of Secondary Teachers
In-service training of secondary teachers is being undertaken on an increasing scale at Departmental level and through the activities of subject and professional associations. During the past year, Departmental teachers have attended the following in-service training courses : (a) A seminar in September 1967 to consider the proposed senior high school. (b) A series of regional discussion group conferences in two country and four city centres to consider the general topics : school discipline, testing and reporting student progress, and co-ordination. (c) A three-day conference of newly appointed principals in November 1967. (d) A residential seminar for all principals in January 1968. (e) Conferences and refresher courses in the following subjects : History, geography, mathematics, chemistry, biology, agricultural science, Latin, French, music, physical education, and English. In addition 186 teachers from the Secondary Division are either undertaking free courses or are on part-time study leave to improve their qualifications. The Departmental committee established to examine in-service education and training has published its report. As a result an In-service Training and Education Committee has been set up to implement the recommendations contained in this report. Among the problems it must face are the cost of in-service training programs and the interruptions to the normal school routine and program. Extensive developments in this field are anticipated within the next few years.
CURRICULUM AND INSTRUCTION English
Wide reading courses now operate in most schools, particularly at junior and senior levels, but with a definite increase at the middle school level also. Frequently a thematic approach is combined with the wide reading ; but even when this combination does not occur, the thematic approach is often followed with other aspects of English, and is implemented through group activities. During the year there have been several conferences on drama, in which the emphasis has been placed on the group approach to drama and the importance of creative drama. In many schools, however, the opportunity An to develop drama in this way is restricted because of the lack of suitably large rooms or halls. interesting development, springing from the schools themselves, has been the organisation of seminars for Matriculation pupils. These seminars have catered for pupils from various schools, the teachers combining to act as tutors. Visiting lecturers have been generous with their time and have shown great interest in the venture. Problems that continue to be matters of great concern include the need to teach basic reading skills to backward readers entering the secondary stage of their education ; the need to make special provision for non-Eng!ish-speaking migrants.; and the need to ha-ye a suffic~ent number of teachers trained as specialists in English. Frequently the s1ze of classes at semor level IS too large to allow for close personal supervision of each pupil's work. The greatest weakness is the lack of suitably trained teachers for junior classes. Despite these shortcomings, the results of the Matriculation examinations are good, the percentage of passes comparing very favorably with the overall State results. Furthermore, there is discernible among teachers a spirit of enthusiasm, a desire to experiment, and a willingness to accept responsibility for the planning of courses. Accompanying these commendable attributes is a sense of frustration resulting from inadequate facilities, shortage of trained teachers, and lack of money to provide material considered necessary in the teaching of junior classes in particular.
43 Modern Languages The Education Department Foreign Language Advisory Committee was established in 1967 to co-ordinate resources and to act as an advisory body to the administration with respect to the foreign language teaching program. The replanning of curriculum now being undertaken, the introduction of new languages, and the necessary evaluation of new methods and materials are some of the problems to which the committee is addressing itself. Indonesian is now taught in twelve schools, three of which are outside the metropolitan area ; while Japanese is now offered in two schools. Recent experience indicates that it would be unwise to increase the teaching of Asian languages rapidly at this stage, particularly in country areas where some problems of continuity in staffing have already been experienced. However, the Education Department will continue to offer free part-time courses to trained teachers of modem languages who wish to study an Asian language with a view to teaching it in our schools. This will make a useful addition to our teaching resources which are gradually being augmented by exit students who have taken one of these languages in their teacher-training course. Exhaustive investigations into teaching materials are being made by sub-committees representing the various languages taught. The principle of an aural-oral approach has been accepted and teachers are encouraged to experiment with available materials. The audio-lingual investigation is now in its fourth year and a report will be issued by the French Standing Committee of the V.U.S.E.B. This statement is expected to afford useful data which will be of value in determining future procedures and policies. The increased emphasis on oral-aural procedures, the increasing availability of taped and recorded materials, and the change of emphasis in examinations stress the need for greater recognition of the importance of laboratory equipment, mechanical aids, and scientifically devis~d textual materials. No school can now consider itself to have the minimum basic equipment unless a tape recorder is readily available to the modem language faculty. Although there is much scope for improving the equipment, the degree of success in any language-learning program ultimately depends on the qualifications and expertise of the teacher. It is becoming easier for teachers to make contact with the language they are teaching. The Education Department continues to subsidise selected teachers to attend the summer school organised by the French Government in Noumea for Australian and New Zealand teachers. It is possible that a similar, but less advanced school, will be organised in Canberra to enable a greater number of teachers to have this useful experience. More teachers are being granted leave to undertake higher studies or to assume positions as assistant d'Anglais in French schools, while the travelling scholarships offered by the German Government to teachers of that language will be increased to nine in 1969. Although initial training of teachers is basic to a successful teaching program, in-service training and re-orientation towards new ideas and concepts are important factors. The various modem language faculties in the universities, the Modern Language Teachers' Association of Victoria, and Education Department in-service training activities all play an important part in promoting the professional welfare of the teachers. The area of activity of the M.L.T.A.V. is increasing, and the Alliance Franyaise, the Goethe Society, and the Dante Alighieri Society continue to give valued services to both teachers and students.
Latin The number of secondary schools offering Latin in their curricula continues to be small. However, because it is recognised that modern Western culture owes so much to ancient Rome and that those pupils with a real interest in language study can benefit greatly from a study of Latin, it remains the policy of the Department to retain and foster the subject. Most pupils who have a genuine wish to study Latin can usually be provided for. The teachers are generally very well qualified and conscientious, so that much skilful, stimulating work is being done in the classroom. The Teachers Wing of the Classical Association continues to provide assistance to teachers and to foster interest in the subject among students. History
The revision of courses for Forms I to IV, undertaken over the past three years, has now been completed and most schools in the State have introduced them. Flexibility has been maintained throughout to enable the transition to be accomplished smoothly and the existing school subject resources to be retained. Encouragement has been given to schools to experiment within the framework of courses where teachers have felt this to be desirable, and the experiment of providing two distinct courses at the fourth~year stage has been quite successful. The range of historical studies available for senior pupils remains unaltered. Four courses continue to be prescribed as alternatives in the fifth year, namely British, Modern European, Asian, and American History ; and three courses, Australian, European, and Eighteenth Century History, for those in the sixth year. Many pupils with an interest in the Humanities take two of the courses offered in their particular year. The fifth-year Asian course is increasing in popularity and the choice of two out of four Asian studies in the set topics has proved a very workable arrangement. The history working committee has functioned most effectively throughout the year. Courses are constantly discussed with a view to future modification or development in either content or approach, and much thought is currently being given to ways of improving testing and evaluation programs in schools. The Historical Association has continued to give support to teachers, and many country areas have developed active local associations with success. Regional conferences took the form of a series of small group meetings held in Traralgon, Wangaratta, Bendigo, Stawell, Mildura, and Colac, and a teacher,
44 usually the subject co-ordinator, represented each secondary school within reasonable travelling distance. In general, the staffing situation in schools has improved in that more teachers of the subject have a stronger academic background to fit them to handle the actual subject content with success. This situation is almost always true at senior levels, where sound academic knowledge is most essential, but it is also often true in the overall situation in many country schools where subject teachers are frequently young graduates. However, the position is still not satisfactory in many large schools, especially in the metropolitan area where staffing demands are heaviest. Subject rooms are often attractive and used to good advantage, particularly where the room is large enough to permit the installation of furniture suitable for group activities, and where the school has been established for long enough to enable it to provide good subject resources for class use.
Geography Following the many changes that were made in geography courses for Forms I-IV in recent years, last year was one of consolidation and evaluation. To some extent, teachers are still seeking improved ways to conduct studies in local geography, to teach mapping skills, and to make the most effective use of the various kinds of reference and instructional material which have become more readily available in the last few years. Teachers have made increasing use of a great variety of materials, particularly those which enable children to gain a realistic appreciation of the characteristics of small areas, and it is 11sual to find at least one geography room in each school in which sets of references and large-scale topographic maps are available for children's use. Courses vary to some degree from school to school, though they tend to stay within the limits suggested by the reference materials available and by general practice. However, within these limits teachers have adapted courses to suit the interests and needs of their pupils as well as the resources of the schools themselves. Some interesting and worthwhile variations in programs in the subject have resulted from this. The majority of schools are now following the new course for Leaving Certificate established by V.U.S.E.B. last year, though as yet only a small number have taken up the new Matriculation course which was introduced this year. The teaching of the subject is now marked by an increasing use of references and instructional materials at all levels. It is common to find pupils engaged in a search for information from competent sources of many kinds, generally assisted by study guides or by assignment sheets. Field work is also being undertaken to a larger extent. Much of this consists of local investigations of both urban and rural land use and is often associated with mapping exercises. These activities have been the subject of several in-service training projects in both metropolitan and country areas in the past year. The subject continues to be well served by a committee of teachers who, in association with the Curriculum and Research Branch, provide a flow of information and assistance to teachers concerning courses and teaching materials, as well as helping with in-service training projects.
Open Class room at Ferntree Gully High School
45
M'a triculation Biology at Dandenong High School
Mathematics The new V.U.S.E.B. courses are now firmly established in the junior forms of all secondary schools and have been introduced at middle school level by a large number of schools. At the end of this year fourteen schools will present candidates for Leaving Certificate and six schools will present candidates for Matriculation Certificate in the new courses. The textbook position has improved considerably and regular in-service training schemes for teachers have continued during the past year. The in-service training program consists of two one-day regional conferences, one in June and the other in September, and a two-day conference at Monash University in December. Secondary inspectors, teachers' college and university staffs, and officers of the Teacher Education Division and of the Curriculum and Research Branch, together with the Mathematical Association of Victoria, combine to organise and provide instructors for these conferences. The senior teachers and co-ordinators also make a very commendable contribution towards the in-service training programs and the demands being made on their services are becoming so great that consideration must be given to the appointment of staff whose main duty is to act as in-service training instructors. Television lessons ihave again been presented successfully during the year to Forms I, JI, III, and V, and consideration is now being given to a program that will be of special value for teachers in illustrating aspects of teaching techniques or mathematical philosophy. The number of pupils who desire to study mathematics at senior levels continues to increase and to place greater burdens on the qualified and senior members of staff. These teachers, besides carrying a heavy load of senior work, have the added responsibility of giving assistance to their less-qualified colleagues. There are still too many pupils being taught by teachers who are not sufficiently experienced, competent, or qualified to do the task allotted to them. Industry, independent schools, and overseas educational authorities are continuing to make attractive offers to our most valuable mathematics teachers and their places are not being taken by teachers of equal calibre.
Mathematics Summer Camps Camps at Somers, Geelong, and Harrietville were held again in January 1968. A large number of pupils who had been studying Leaving Certificate mathematics in 1967 applied, and the selected pupils formed excellent groups for volunteer staffs to teach and stimulate. Many new leaders were involved in the staffing ; all acquitted themselves well and all participants found the camps profitable and enjoyable. Science The new B.S.C.S. course has extended into sixth form biology classes this year. Pupils have responded well to the teaching methods generally associated with the new biology courses. Schools have found increased needs for expendable materials for use with new courses ; more funds have been made available for these incidentals. A number of schools are trying sets of the new Junior Secondary Science Project materials. These materials are produced in Victoria, but during the last year, South Australia and Tasmania have sent representatives to Victoria with a view to investigating the properties of this Junior Secondary Science Project. Some attempts are being made to produce a course for Forms III and IV which will be suitable for more than one State. Television programs have been adjusted to support the new courses at both senior and junior levels. It is hoped that a combined effort with New South Wales will enable programs useful to both States at the Form Ill level to be produced. Special programs for science teachers are being used to help teachers to understand the new Junior Secondary Science Project approach.
46 Commercial Subjects The pattern of development of commercial subjects, outlined in previous reports, is being continued. The subject, Typing and Communication, is now firmly established in secondary schools and is available as a V.U.S.E.B. subject at the Leaving Certificate level. The growth of this subject, together with the continued demand for shorthand and typewriting in Forms III-V, has placed such a demand on the services of typewriting rooms that, in some larger schools, it has been necessary to establish a second typewriting room. In this second room it is generally found possible to issue special "L "-shaped typing tables and swivel chairs. This equipment makes for more effective instruction than was possible with tables and chairs of fixed heights. Experimental work, largely at the Form Ill and IV levels, is being conducted by teachers, the Victorian Commercial Teachers' Association, and the Curriculum and Research Branch of the Education Department. Most attention in this field has been devoted to Consumer Education. This subject, currently available in the third and fourth years of secondary schools, is a general subject aimed at developing the student in such a way that he will actively and wisely select from, and participate in, the many and varied activities common to the complex commercial society of today. In planning the course considerable attention has been given to the general and specific objectives of Consumer Education, both long term and immediate. Care has been taken in the provision of appropriate teaching and testing techniques. Pilot courses in Consumer Education have been conducted in a number of secondary schools since 1966. In 1968 this subject has been included in the curriculum of many more schools, often as a core subject in Form Ill. The Victorian Commercial Teachers' Association continues to play a most significant role in the development of commercial education. To assist teachers and students of Typewriting and Communication, a new publication Keynote has been added to the already long list of publications available. ln the field of in-service education the V.C.T.A. conducted a workshop in Consumer Education to report on the experiences of teachers in the pilot schools with the subject, and to help to prepare teachers planning to introduce the subject in 1968. Participants at the Leaving Commercial Principles symposium held in March 1968 considered the objectives of the present Course of Study and, in particular, prepared test items for the s · t. In a departure from normal practice, the two-day conference for inexperienced teachers was held the country at Morwell in June 1968. A feature of this conference was a series of demonstration lessons at Moe and Morwell High Schools. Since Leaving Typewriting and Communication is a new subject in 1968, a workshop designed primarily to assist teachers presenting candidates for the V.U.S.E.B. examination was conducted in June 1968. During 1968 a number of evening meetings have been conducted. The more successful have been a series at Monash University for teachers of Matriculation Accounting. These lectures are designed to acquaint teachers with current trends in accounting theory and practice. Art
During the past few years there has been a significant increase in the numbers of art teachers who have completed advanced studies in their special field. This has been achieved in part by the provision of the fourth year extension for selected students in training and by provision of part-time study leave of up to three years' for more experienced teachers in the field. In addition this year, study leave to complete the Fellowship qualification at the Royal Melbourne Institute of Technology has been awarded to a limited number of outstanding teachers of art. These highly qualified teachers are playing an increasingly important role as subject co-ordinators and leaders in the philosophy and methods of art teaching. They serve as an important counterbalance to the increased numbers of less adequately qualified and often untrained temporary teachers currently sharing the teaching of art in high schools. A commendable trend in recent years is the growing incidence of the practising artist-art teacher. A significant proportion of art teachers practise as professional artists and from time to time exhibit their works publicly. This not only tends to enhance the professional status of art teachers in the community at large but gives prestige to the subject in the school and fosters the well deserved confidence of senior pupils in their teachers. The extensive use of more practical art media places a heavy financial burden on pupils who need to acquire the appropriate materials and equipment. Some assistance is provided where the existence of wood and metal-craft rooms makes possible some degree of integration of art and these crafts. This, however, is rarely fully effective and teachers are anxious to see some provision of facilities in the art rooms. Except where classes are relatively small few rooms are large enough to accommodate proper facilities. Some schools have been assisted by subsidies to purchase equipment such as pottery and metal enamelling kilns. There is little doubt that these teaching trends will continue and in the near future provision of more extensive facilities and equipment will become an educational necessity. Art appreciation continues to be stimulated and fostered in the art rooms and about the school by displays of pupil and adult art works. Growing emphasis on the use of visual aids is making effective storage an increasingly difficult matter for teachers, and changes in standard storage facilities are becoming necessary. In schools where two or more art rooms are in use, provision of a slide projector for the full~time use of art teachers has become a teaching necessity. More rooms have been fitted out to provide light control for the use of this aid. At present this light control is managed with varying degrees of effectiveness. It seems reasonable to think that the time has come for a more effective standardised plan to be applied to all art rooms in regular use.
47
Two Aspects of Art and Craft at Eltham High School
48 Music
A complete revision of the course of study in music for secondary schools, which was begun during 1964 by the Education Department Music Committee, has now been completed. During 1966 the Music Standing Committee of the V.U.S.E.B. began a similar revision. Its members accepted the first three years of the course then completed and implemented by the Education Department, and representatives from both committees worked together to revise the remaining three years of the course. The emphasis throughout the course is on practical music making, vocal and instrumental, with guidance in the understanding of music history and literature. The approach is through the gradual acquisition of knowledge and development of skills such as music reading, writing, improvisation, and composition, as well as aural and visual appreciation of music literature. At a music conference held during April 1968, a demonstration of creative work was given by three groups from a Form IV music class at Chadstone High School. These pupils, all boys, having elected to take music of the contemporary period as their major study, presented examples of their own compositions in music concrete, electronic music, and serial music, the last being for flute and clarinet. A further example of creative music in schools may be taken from Norwood High School where the Form IV music class composed a complete operetta, on a reduced scale. This work involved the pupils in knowledge and use of melody, harmony, and orchestration, as well as in the production and performance of the work. Several pupils in this class were also studying an orchestral instrument at the school During the revision of the course for music the Leaving and Matriculation subject Musical Appreciation was renamed Music (History and Literature) and has now been accepted by the V.U.S.E.B. as a humanities subject. Previously it had been placed with subjects other than the humanities and the sciences. Instrumental tuition in secondary schools continues to develop. At the end of this financial year, sixty schools were being visited by specialist teachers of orchestral and band instruments. There is a need for the instruction in violin playing to begin at an earlier age than is possible in secondary schools. During 1967, permission to teach a small group of pupils from Mullum Primary School was obtained from the Director of Primary Education. For their lessons, these pupils attend Norwood High School which is situated in the same grounds. Similar teaching has been made available in three primary schools which are near to high schools in Bendigo. Pupils studying an instrument, and who so desire, are presented for examinations conducted by the Australian Music Examinations Board. Arrangements are made for examiners to visit the schools. Pupils are also prepared for Leaving and Matriculation Music (Practical) and Music (Theoretical). To bring before the public some of the music making which is taking place in secondary schools, an orchestral and choral concert was held in the Melbourne Town Hall on the 26th of September 1967. The program included items by a combined schools' choir of 250 voices (S.A.T.B.), a combined schools' concert band, a combined schools' string orchestra, a girls' choir, and a madrigal choir. Thirty schools were represented in these performances. Area group leaders again organised successful choral and orchestral music festivals in both city and country areas. Further opportunities for music performance were provided for pupils at school concerts, house music festivals, and in the production of an opera.
Bentleigh High School Choir
49 Where the services of a qualified and trained teacher of music are available in a school, very good work is being done both in the classroom and in additional group music activities. However, there is still a need for more such teachers. This is especially true of country high schools and some of the outer suburban high schools. The numbers of student teachers who completed their training in 1967 were not sufficient to cover the immediate needs and provided no opportunity for the extension of music teaching to more schools. There is also a need for suitable and adequate accommodation in schools where instrumental music is being taught. In the majority of instances this accommodation is unsatisfactory. Plans for the desired accommodation have been submitted for approval and it is hoped that provision for such accommodation will be made in the near future. Boys' Practical Subjects
Woodwork, metalwork, and the associated subject mechanical drawing are being incorporated in the curriculum of an increasing number of schools to round off the general educational program. The greatest handicap to the development and expansion of these subjects is the lack of a sufficient number of trained teachers, and although this deficiency is being met in part by the recruitment of teachers with suitable trade experience and qualifications, the problem will persist until a sufficient number of young men can be recruited from our secondary schools. The introduction of a four-year course of training at the beginning of 1968 brings with it a qualification of increased status, and it can be confidently expected that this will in time attract a sufficient number of trainees to the college. Difficulties of supply of materials and equipment press heavily on the teaching of these subjects. The approach today to these subjects is one of creative activity and educational development rather than of a narrow pursuit of skills. This is reflected in a growing range of good quality work which incorporates high standards of functional design and constructional skill. During this year many of the combination saw-buzzer units have been replaced by separate saw and buzzer machines, which not only provide improved facilities for preparation, but also decrease the possibility of accident. Mechanical drawing has been introduced to many more schools this year, and instruction has advanced to the fifth-year level in many city and country schools where both girls and boys are accepting the opportunity to broaden their educational experience. In general, high standards are being achieved in drafting procedures. The sound knowledge of production drawing and practical geometry is of great value to the allied craft subjects, and affords ample opportunity for correlation with many subjects of the curriculum. Home Economics
The change of name from Domestic Arts to Home Economics has been well received. Principals and teachers have been stimulated to re-read the aims and objectives of this important " living subject " and are providing opportunities for girls and boys to study home economics either in single-sex groups or in mixed classes. The standing committees have worked faithfully and over many long hours re-writing courses of study. The new prescriptions were presented to selected groups of teachers in March 1968 at two consecutive workshops held at Larnook Teachers' College, Armadale. This was the beginning of the orientation program which still continues under the guidance of two part-time research assistants. Larnook Teachers' College continues to grow in student strength, to give leadership in subject development, and to play its own special role in the community. With exit students on the staff of all secondary schools throughout Victoria, the effect of its teaching is State-wide. However, the old problems of loss of trained staff and shortages of equipment continue to frustrate. The Summer School for Diploma Studies held in the January vacation was a very successful venture and was appreciated by the teachers who attended. However, teachers of Home Economics are still forced to travel overseas for higher professional qualifications. The Home Economics Teachers' Association continues to gain in strength. The Association Monthly Bulletin acts as the communicating link within the groups. In an attempt to give special help to teachers and trainee teachers in New Guinea, the Association helped to finance the visit of a Victorian expert as adviser to the area during the latter part of 1967. Needlecraft
Needlecraft as a subject is available in most State secondary schools from Form I to Form V, but because of the pressures of external examinations and the narrowing effect of prerequisites demanded by employers there has ten~~d to be a restricti?n of the. nu.mbers of students takin.g this subject beyond Form I. With the aboht10n of the Intermediate exammatwn many schools have mtroduced needlecraft as an elective in Forms Ill and IV, and it is encouraging to find many pupils taking the subject. The present course, which was introduced several years ago, continues to provide opportunities for those with special interests and skills in garment construction and embroidery, while at the same time increasing background knowledge of the major factors which affect developments in the related fields of fabrics and costume. The introduction of the new art and craft program for primary schools is being watched with grea~ inte.rest, and already where the Material Studies course has been in operation its influence is being noticed m the approach to needlecraft of some first-year secondary school pupils. 8854/69-4
50 It is probably true to say that for most pupils the making of articles of personal clothing continues to be the most popular section of the work, although in schools where a well developed program of decorative work has been a feature for several years senior pupils have achieved excellent standards in both traditional and contemporary embroidery. State secondary pupils continue to be well represented in the needlecraft and dressmaking sections at the Royal Agricultural Show in Melbourne, and a number of schools display with pride certificates won by their pupils for garments and decorative work. In keeping with the present needlecraft course and in line with developments in the broad field of education, teachers are trying out new methods of .organising their subject and presenting lesson material. In some secondary schools needlecraft teachers are working with teachers of other subjects to develop units of study which overlap in various fields. Needlecraft is particularly fortunate in that, as well as its obvious relationship with art and the other crafts, it is readily linked with social studies, (history and geography), drama, and home economics, thus providing a wide field of study for pupils with varying skills, interests, and abilities. Modern teaching aids are taking their place in the needlecraft room along with those more traditionally associated with this subject. The use of film in its various forms has been standard with progressive teachers for some years. The overhead! projector has proved particularly valuable in the teaching of needlecraft. One of the major teaching aids, in this as in other subjects, is a well stocked library. Unfortunately, books are often expensive and beyond the reach of small country schools and schools in the less affluent areas of the State. Well established schools and those in areas which can depend on generous financial support from parents are able to make full use of Government subsidies and are as a result building up excellent libraries. The Home Economics Teachers Group has established a good reference lending library available to all member teachers. An even more serious problem faced by all State secondary schools is the difficulty in getting enough suitable modern sewing machines. The problem has been made more acute by a series of thefts of new sewing machines from schools. Any report on needlecraft would be incomplete without mention of the valuable support given by the two subject associations which cater for the needs of needlecraft teachers : the well established Home Economics Teachers Group and the more recent Society for Education through Crafts. These associations provide avenues for in-service training by arranging demonstrations, lectures, and workshops and keep teachers of needlecraft in touch with one another and with current trends in education.
Physical Education There is still a shortage of trained teachers of physical education. Plans to begin the proposed four-year course at the Monash Secondary Teachers' College in 1969 are now in progress. This will be done with the co-operation of the Monash University. It is envisaged that the Physical Education Department building at the College should be near completion at the beginning of 1970. There will be an intake of 30 first-year students and although this will be an addition to the teachers provided through the course at Melbourne University Secondary Teachers' College the total trainees will be too few to meet existing demands for staff.
Gymnasium at Box Hill High School
51
Judo Class at Brighton High School
In January of this year a very successful Australian Conference on Physical Education was held at the Melbourne University and much of the valuable information recorded from the meeting of interstate and overseas specialists supplied a good background for discussion during the 1968 seminar for secondary and technical teachers. This seminar was held at the Melbourne University Beaurepaire Centre during February of this year and was attended by about 300 men and women from country and metropolitan schools. As most of the teachers of physical education are solely responsible for the development of their subject within their schools, it is desirable that the trained staff be given the opportunity to discuss programming and modern developments and the partly trained staff be given further assistance in improving methods and in broadening the curriculum. It was stressed that there is a need for a more efficient use of time, with less emphasis placed on the traditional team games and competition and more on the ways in which the greatest number of children may be assisted to develop their individual potential. This allows for the development of skills and techniques and places emphasis on responsibility, leadership, and sportsmanship. Many more students are being given the opportunity to benefit from organised camps. Mainly controlled by National Fitness, these camps have been organised by individual schools and include snow, ski, and country experiences. The Schools Camp Committee has been investigating various schemes for secondary and technical schools camping. Permission has been granted for the purchase of an existing camp at Mt. Bogong and plans are progressing for the development of this project.
SPECIAL SERVICES Part-time Instruction Saturday School of Languages
Classes in Dutch, Indonesian, Italian, Chinese, Japanese, Russian, Greek, and Spanish are held at University High School on Saturday morning and also at Princes Hill High School for pupils from State and non-State schools and for adults. Enrolments for these classes continue to rise steadily, and indicate a demand for the study of languages not normally available in schools. Results obtained by students, particularly at Matriculation level, are very pleasing. Evening Classes Prior to 1965 evening classes in academic subjects were conducted in two major centres- Box Hill High School and University High School. In 1966, additional centres were opened at Kew High School and Strathmore High School. In 1967, the Strathmore High School Centre was closed and two additional centres were opened at Prahran High School and Macleod High School ; these have continued in 1968. The development of the present five centres may be judged from the subject enrolment data now available for 1967 and 1968.
52 B.H.S.
K.H.S.
M.H.S.
I
Level 1967
.. ..
Leaving Matriculation
1968
1967
1968
I
1967
I
1968
P.H.S. i
1967
U.H.S.
1968
1967
: 1968
TOTAL
I
1967
1968
810 860
780 1,223
356 588
375 705
363 229
374 414
599 820
600 951
I 1,388\1,506 I 2,218 I 2,571
3,516 4,715
3,635 5,864
1,670
2,003
940
1,080
592
788
1,419
1,551
3,606 1 4,077
8,231
9,499
All centres show an increase in enrolments, total enrolments being 15 per cent higher in 1968 than in 1967. The development of the largest centre, at University High School, is indicated by the following Level
1965
1967
1968
850
1,388
1,506
1,201
2,218
2,571
Leaving Matriculation
The number of classes conducted at this centre has grown from 73 in 1965 to 110 in 1968, and consideration will need to be given to the establishment of a new centre to relieve pressure on this school. Coburg High School might be a suitable centre. A wide range of academic subjects is offered at each centre ; in 1968 there are classes in 21 Leaving subjects and in 19 Matriculation subjects. There is little change in the range of subjects offered each year, Leaving Chinese being the only significant addition this year. The other languages offered (French and German) do not appear to be in demand and it may be necessary to restrict these classes to one centre in future. In 1968 the number of instructors appointed to evening classes is 264. This is somewhat less than the total number of classes formed since several instructors are taking more than one class. The appointment of instructors is done, in the main, from central administration ; however, additional appointments may be made by individual head masters as required. Each of the five centres is rated as a separate school for purposes of requisition and distribution of supplies through the Stores Branch. Auxiliary staffing includes administrative clerks (retired head masters appointed during the heavy enrolment periods in January and February), office clerks, laboratory assistants, and caretaker /cleaners. The requirements of the V.U.S.E.B. impose formidable clerical tasks on head masters. Such duties include distribution of subject certificates awarded at previous year's examinations, prospective matriculant applications and examination entries for all matriculation students, and collection and checking of examination fees. These clerical tasks are undertaken in addition to the organisation of classes, preparation of subject rolls, checking fee payments, answering inquiries, and taking late enrolments. Adequate clerical assistance must be available to the head masters. The Matriculation examination results for 1967 were, in general, very satisfactory. The best percentages of passes were obtained in history, languages, accountancy, and music ; the lowest were for physics, chemistry, and general mathematics. Secondary Correspondence School
Correspondence tuition is provided in secondary school subjects from Form I to Form VI standard. At the Form I and II levels the number of subjects has been increased to include English, French, Latin, history, geography, and mathematics. The new course in mathematics has been in operation for Forms I and II ; it is planned to extend the new course to Form Ill in 1969. Tuition is available for remote students, physically handicapped or ill students, people in prisons and institutions, pupils in country registered schools where some subjects cannot be taught owing to staff shortage or in State secondary schools where difficulties in teaching some subjects exist, State teachers and members of Defence Forces, and itinerant and overseas students. There are 140 physically handicapped students enrolled. Students in the metropolitan area in their own homes or in institutions are visited by a part-time teacher. The enrolments in the secondary section are shown in the following table :GRoss ENROLMENT Form
Ill ..
.. .. ..
IV ..
..
V ..
.. ..
.. .. .. .. .. ..
Totals
..
I ..
11 ..
VI ..
1965
.. .. .. .. .. ..
.. .. .. .. ..
..
1966
1967
1968
..
340
248
261
187
..
148
162
163
145
..
334
404
455
445
604
566
589
606
1,152
1,006
1,014
963
..
.. .. ..
1,065
1,227
1,056
1,299
..
..
3,643
3,613
3,538
3,645
53 The total gross enrolment at the school is :Secondary Students Primary Pupils I.T.C. Students
3,645 579 326 4,550
General A comprehensive report on special services is included elsewhere in this report but the following points are of particular interest to the Secondary Division :The Psychology and Guidance Branch continues to give invaluable assistance through its systematic counselling, its part-time course in Guidance Techniques and Practice, and its very active participation in committee work associated with curriculum revision and experimental programs. The Libraries Service Officer and his staff continue to encourage the development of school libraries and the progress being made is most encouraging. During 1967-1968, 94,812 fiction books and 163,180 non-fiction books were added to existing stocks at a cost of $401,880 to bring the total number of books in secondary school libraries to 1,545,140, consisting of 474,310 fiction and 1,070,830 non-fiction books. The Visual Education Centre continues to make a valuable contribution to the teaching of many subjects in the secondary school curriculum. Its assistance has been particularly valuable in art, commercial subjects, geography, and history, where it has been possible to second an experienced secondary teacher to be responsible for developing filmstrips, slides, and charts directly related to the syllabus of work. These are supplemented by the ever-increasing supply of visual aids designed to suit the requirements of specific topics in a range of subjects. The full-time liaison officers attached to the Australian Broadcasting Commission continue to play a significant part in developing radio and television programs for use in secondary schools. The extension of television programs has been most valuable and will become increasingly so as soon as an economically priced video-tape recorder becomes available. The opening of the new Arts Centre with its excellent facilities for art education has opened up new fields. The appointment of a full-time education officer who will be assisted by part-time officers seconded from the Education Department has been a most progressive move, and it is anticipated that there will be a rapid and extensive development of art education in the coming years.
Closed Circuit TV at Monash High School
54
Religious Education Religious education in secondary schools is given principally by voluntary instructors, the majority of whom are members of the clergy. Over 900 instructors are engaged at this level and provide religious education for 69 · 7 per cent of secondary schools, although classes in some schools have not been taught because of the lack of suitable personnel. The Council for Christian Education in Schools arranges seminars for instructors and regular visits to theological colleges. Officers of the Council have made advisory visits to instructors at the schools. Full-time chaplaincies have been established in ten high schools-in the metropolitan area at Dandenong, Footscray Girls', Frankston, Heidelberg, and Macleod ; and in the country at Ballarat Girls', Hamilton, Shepparton, Traralgon, and Warmambool. In addition, a deaconess is responsible for religious education at Heidelberg Girls' Secondary School. Appointments to the Ballarat West High School, Bendigo Girls' High School, and Norwood High School are planned in 1969. In addition to teaching individual forms, these members of staff are available for pastoral care and counselling and, in most cases, share in the extra-curricular activities in their schools.
The Victorian High Schools Principals' Association This Association continues to give valuable service in promoting fellowship among the heads of secondary schools and assisting in professional matters that concern them. The membership has now grown to about 245. The annual residential conference, held during the first week in February 1968, was attended by most members. The annual conference is supplemented by regular meetings of eighteen regional groups of heads throughout the year. The presence of a senior member of the administration at many of these meetings helps to strengthen the liaison between the Department and the Association. Outside organisations, such as the Victorian Universities and Schools Examinations Board, the Head Masters of Public Schools, and the universities, are frequently associated with the Association in various educational activities. Educational policy favored by heads of our secondary schools is now stated in printed form following the annual conference.
Parent-Community Interest in Education Community interest in education in all parts of Victoria continues to grow, with activity extending well beyond the conventional area of fetes, fairs, and fund-raising. In country and city areas alike, there are many schools at which parents and teachers meet regularly, an occurrence which was rare in bygone years. Parent organisations, both at State and local level, continue to stimulate community interest in education, with the emphasis on making the school a community centre. The Victorian Council of School Organisations, with a membership of statutory bodies in primary, secondary, and technical schools, plays an increasingly significant part in organising and stimulating parent activity in all parts of the State. Apart from two State-wide delegate conferences held in Melbourne each year, the Council also organises district associations in areas where local interest is in evidence. Since 1965, the Council has organised several seminars in country districts to discuss in detail the educational problems of country children. The next will be held at Donald in October 1968. In September 1967, attention was turned on the metropolitan area, when a day-long seminar at Collingwood, opened by the Minister, discussed the problems of children in inner-suburban schools. One of those who attended this seminar was the Director of Secondary Education, Mr. R. A. Reed, who later accepted the Council's offer to organise an advisory committee which has since undertaken a great deal of detailed work in planning an education centre in Collingwood to include both primary and secondary school facilities. Executive members of VICCSO make many visits to schools and groups of school representatives, but, in addition, in the past year, a number of these members have accepted the invitation of Departmental officers to participate in in-service training programs for teachers. During 1965, this involved visits to Ballarat, Somers camp, and Burwood Teachers' College, when the VICCSO members presented parents' viewpoints on selected topics and led discussions among groups of teachers. Close contact is maintained between Executive Committee members of the Council and administrative officers of the Department, on a wide range of problems. In addition, the Council plays a valuable advisory role through its representatives on such committees as the Curriculum Advisory Board and the various committees associated with the junior-senior high school project. CONCLUSION The problems of staffing, accommodation, equipment, and curriculum planning which have faced the Secondary Schools Division continue to impose a heavy strain on members of the administration and the staffs of schools. The present administration, consisting of the Director and five Assistant Directors, handles routine administrative duties as well as planning for future developments. Regular meetings enable each Assistant Director to have an overall picture of the work of the Division. I am grateful to the Board of Inspectors of Secondary Schools, whose duties increase in complexity and volume each year. During 1968 a system of team inspections was introduced on an experimental basis. Advisory and assessment visits were retained as part of the organisation, but the three teams experimented with new approaches and methods of inspecting and reporting. Team inspections will be retained in 1969 and will be watched with considerable interest. Individual inspectors continue to play a prominent part in revising courses, stimulating developments, and assisting with in-service training programs. During 1968 the following new inspectors were appointed :-Miss D. M. Meurer, Mr. E. C. Pitts, and Mr. J. E. Lindholm.
55 During the year the following principals retired after long and valued service to schools and communities :-Mr. K. R. Potter, Ashwood High School ; Mr. F. E. Greenwood, Box Hill High School ; Mr. R. J. Page, Footscray High School ; Mr. A. B. O'Connor, Ballarat East High School ; Mr. C. I. Gazzard, Camberwell High School ; and Mr. C. F. W. Engish, Wangaratta High School. Throughout their service they showed devoted energy and a conscientious approach to their work, making an invaluable contribution to the development of secondary education in the State. During the same period many respected senior members of staff, both men and women, retired after many years of faithful service. It is regretted that Mr. R. A. McGill, Principal of Altona North High School, and Mr. K. A. Armstrong, Acting Principal of Ashwood High School, two of the outstanding younger men of the service, died suddenly during 1968. During the year two inspectors, Miss Wainwright and Mr. Gill, returned from overseas. On his return, Mr. Gill, who had studied educational administration at the University of Alberta, Canada, made a significant contribution as lecturer and organiser for an evening course in educational administration attended by selected representatives from each branch of the service. During the year, Mr. R. E. Francis, Assistant Director of Secondary Education, was awarded a twelve-month travelling scholarship giving him the opportunity to examine methods of recruitment and training of teachers in the United States of America and the United Kingdom. As in previous years, parents and interested members of the community continued to play an important part in school development. Advisory councils, mothers' clubs, parent and citizen associations, and parent-teacher associations are playing a valuable part in developing secondary schools through their willing co-operation and generosity. To all these groups, to principals and staffs of schools, to the clerical staff of the Department, and to the special services, I extend my most sincere thanks for their loyal and devoted service.
56
REPORT ON TECHNICAL EDUCATION By J. L. KEPERT, M.E.E., B.MECH.E., B.Sc., M.I.E.Ausr., M.l.MECH.E., M.I.E.E., M.A.C.E., Chief Inspector of Technical Schools
Introduction In this, my last report, I wish to elaborate on the importance of technical education to our national development, particularly with regard to industrial progress and economic growth. In the section " Conclusions and Recommendations " of the Report by the Committee on the Future of Tertiary Education in Australia (Martin Report) it was stated (1 (v))" Education should be regarded as an investment which yields direct and significant economic benefits through increasing the skill of the population and through accelerating technological progress. The Committee believes that economic growth in Australia is dependent upon a high and advancing level of education." The importance of science and technology in our daily lives is well expressed in the dictum of Sir Ian Clunies Ross : "We can but hope that the time is not far distant when the Australian Government and people will no longer regard science and technology as something esoteric and apart, but as a motive force which interpenetrates and influences every aspect of our daily lives, as the ultimate source of material progress, and as the last best hope that mankind in this and other countries may outlive its age-old enemies of fear and want." Governments, both State and Federal, have accepted the challenge and more and more finance has been made available to technical education at all levels, not only to meet the apparently unquenchable demands of industry but also to provide a broad liberal education in which students are given an understanding of their responsibilities as citizens and a knowledge of the background of the social organisation within which they live. The integration of liberal and technological studies not only equips young people to meet the needs of industry but also to become responsible members of our community. As stated in the Martin Report (1 (vi) ), " Education in the humanities and the social sciences, as well as in the physical and biological sciences and technologies, plays an important role in the general education of all citizens and in specialised training for management and administration." There is a vitality in our technical schools. There is a sense of relevance to the world around us, a sense of adequacy for the problems of our time, and a striking sense of forward movement. There are students of superb intelligence, eager and extraordinarily receptive to new ideas. This is anything but sterile ground for humanistic studies. There is needed, however, an increasing amount of specialisation and every effort is being made to co-ordinate and integrate related specialties. Our relations with industry, through which the pattern of tradesman, technician, and diploma courses emerges, are close and effective and result in the further development of the policy of training at all levels. Our belief that, to meet the demands of our rapidly changing technological world, education must be vocationally based is strengthened by closer contacts with industry through the State Advisory Council on Technical Education. Basically the structure of technical education embraces training to meet the needs of industry and to develop to a maximum the aptitudes and abilities of individual students. This is a natural outcome of vocational education which no longer suffers from an inferiority complex. Modern technology provides new avenues of usefulness in such occupations as laboratory technicians, draftsmen, and electronics specialists. General education with a vocational objective must include basic principles of both physical and social sciences, mathematics, economics, and politics, as well as an appreciation of modern productive skills, and it should initiate an acceptance of responsibility. Such an education can only be successful if operated in close co-operation with industry, and the success of technical education in Victoria is largely attributable to the long-established policy of consultation and liaison. Present indications are that the partnership will continue as strongly as ever, particularly in the vital areas of trade, technician, and higher technician courses. Victoria Institute of Colleges On the 19th of December 1967, Royal Assent was given to an Act to amend the Victoria Institute of Colleges Act and the Education Act. Basically the amending Act had a two-fold purpose : (i) to define more precisely the role of the Institute and to increase its autonomy ; (ii) to modify the existing administrative relationship between affiliated technical colleges and the Education Department with respect to their tertiary functions so that they will be responsible to their own governing councils and the Victoria Institute of Colleges. The drafting of the necessary legislation and regulations was a long and complicated task involving the Institute, the Colleges, the Education Department, and the Parliamentary Draftsman. The colleges at Caulfield, Footscray, Preston, and Yallourn have thus achieved independence, and working solutions have been found to the many practical problems arising from the existence of tertiary and non-tertiary sections in these colleges. It has been generally recognised that the complete separation contemplated at an earlier stage is fraught with difficulties insuperable at present. The Wark Report (2-11), while recommending the acceleration of the trend towards separation, recognised that, in order to achieve a measure of economy through shared staff and equipment, certain colleges at least would continue to provide sub-tertiary courses for a time. In some instances, such as that of the Gordon Institute of Technology, separation may be
57 effected relatively early as a result of extensive new building programs on entirely new sites. In other instances, however, it is possible that college councils have, as a result of a re-examination of the total situation, experienced a change of heart and now show a desire to retain at least some of the technician and higher technician work. The Royal Melbourne Institute of Technology will in fact, because of the building of the new Foundry School, be committed indefinitely to providing training throughout this field. The training of technicians has become crucial in the development of industry in Australia, and officers of the Technical Schools Division have been heavily involved with representative committees from a wide spectrum of industries in the task of designing courses.
It is absolutely vital that parity of courses should be maintained in both V.I.C. and Education Department establishments ; unilateral action could be most inimical, particularly at this early stage, by creating confusion and causing loss of confidence in the value of such training. It is pleasing to record, therefore, that the dangers are being appreciated and the need for two-way communication is being accepted.
Course in Educational Administration During the period 1967-68 some sixty senior teachers have attended a course in educational administration conducted one night weekly at the Technical Teachers' College under the leadership of a member of the Board of Technical Inspectors. The group heard lectures by specialists covering a wide range of topics, and took part in discussions and excursions. The course aims to produce some re-thinking of the purpose of education ; evaluation of existing courses, organisation, and teaching practices ; and a more realistic appreciation of the needs of the individual in relation to the demands of a changing society and environment. The course has been to some extent experimental but it has served to underline the growing importance being attached to the role of the school administrator and to make teachers aware of the opportunities that even now exist for innovation and modification within the existing framework. Indeed, it comes as a surprise to many to discover, within a so-called centralised system, how different and how individual schools can be and, in fact, are. The demands being made on school administration are likely to increase markedly, and it is becoming more obvious that teachers must expect to prepare themselves for the role the community will expect of them as heads of schools.
SCOPE AND SCALE OF OPERATIONS The following summary will serve to illustrate the scope and complexity of technical education in Victoria at the end of the period under review.
1. Schools and Colleges (a) Total 104 (93 Departmental, 6 council-controlled, 5 registered schools). (b) Secondary technical courses are provided in 89 institutions (64 boys only, 24 boys and girls, 1 girls only). (c) Diploma courses are provided in 33 (14 full diploma, 19 part diploma). (d) Six are mono-type schools (Food Trades, Hairdressing, Painting and Decorating, Printing and Graphic Arts, Victorian Railways, Textiles). (e) Three have special trade centres (Collingwood-Boot Trades and Building Trades ; Richmond-Automotive Trades ; Prahran-Furniture Trades and Plastering). (f) Eight serve as regional colleges (Ballarat, Bendigo, Caulfield, Footscray, Gordon Institute of Technology, Preston, Swinburne, and Yallourn). 2. Full-time Classes and Approximate Enrolments (a) Forms I-V (secondary technical) (55,500). (b) Certificate courses-technician and sub-professional (1,100). (c) Diploma courses (8,300). (d) Miscellaneous classes. 3. Part-time Classes and Approximate Enrolments (a) Preparatory courses (2,800). (b) Secondary and secondary technical courses. (c) Trade courses (31,100). (d) Trade technician, higher technician, and sub-professional courses (12,800). (e) Diploma courses (7,800). (f) Post-Diploma courses. (g) Miscellaneous classes, including adult extension classes (22,500).
58
FINANCE, BUILDINGS, AND EQUIPMENT 1. State Finance Rising costs continued to create strong pressure on maintenance funds available to schools, and in some cases school councils experienced great difficulty in keeping expenditure within budgetary restrictions. 1.
MAINTENANCE GRANTS
Year
1965-66
$
Grant
..
Actual Increase Percentage Increase
.. .. ..
.. ..
.. ..
..
..
.. .. ..
..
.. ..
..
.. ..
I
1966-67
1967-68
$
$
7,771,683
8,907,361
11,069,596
1,041,683
1,135,678
2,189,235
15·48
14·61
24·5
NoTE : As from 1967-68 the maintenance grants for the few colleges affiliated with the Victoria Institute of Colleges are to be allocated through the office of the Education Department Finance Officer. These grants will include provision for secondary, trade, and tertiary education. The following table shows maintenance grants allocated to the non-affiliated technical schools by the Technical Schools Division:Year
1965-66
1964-65
$
Grant
..
Actual Increase
.. ..
..
.. ..
.. ..
..
Percentage Increase
.. ..
$
1,731,000
..
*1966-67
1967-68
$
$
1,996,000
2,348,000
2,562,000
..
265,000
352,000
214,000
..
15·3
17·6
9·1
* 27 pay-days 2. FEES 1965-66
Year
Fees
..
Percentage Increase
..
..
..
..
..
..
..
..
..
..
..
..
3.
1966-67
1967-68
$
$
1,707,039
1,981,786
2,413,947
16·1
17·9
9·19
$
SPECIAL EQUIPMENT
Year
Grant
1965-66
1966-67
I
1967-68
$
$
$
100,000
100,000
120,000
2. Grants to Colleges of Advanced Education in Victoria for the 1967-69 Triennium As these grants will henceforth be handled by the Victoria Institute of Colleges, details of such financial provision will be found in the reports of that body. 3. Commonwealth Technical Training Grants Under the States Grant (Technical Training) Acts of 1964, 1965, and 1968 an amount of $19,765,600 was made available to Victoria for expenditure to the 30th of June 1971 on technical education other than advanced education. From these funds the Education Department has to date committed $7,045,267 for buildings and $2,738,000 for equipment for technical training, and substantial balances remain for further allocations in the next three years.
59 Approved projects under this Act are listed below. Projects Substantially Completed
Prahran Technical School-New art and commerce building. Melbourne School of Painting, Decorating, and Sign Crafts-Remodelling of building purchased. Royal Melbourne Institute of Technology-G. D. Thompson Foundry School. Projects in Progress
Ballarat School of Mines and Industries-Motor mechanics and wool-course building. Bendigo Institute of Technology-New workshop block. *Caulfield Institute of Technology-Extensions to diploma building. *Footscray Institute of Technology-New diploma building including library and administration. Noble Park Technical School-Steel construction workshops. • These projects are being completed with Advanced Education Grants.
Projects at Advanced Planning or Tendering Stage
William Angliss Food Trades School-Extensions-New building. Northern Suburbs (Batman) Automotive School-New automotive school. Maryborough Technical School-Extensions to workshop block. Warragul Technical School-New motor mechanics wing and remodelling of existing workshops. Sunshine Technical School-New metal trades workshop block. 4. Technical School Buildings: Loan Funds
Building projects undertaken by the Public Works Department through loan funds have progressed as indicated below. (i) Completed or Nearing Completion : Mooroolbark : Fifth Form extensions ; Echuca :
Chemistry laboratory ; Northcote : Workshop block ; Shepparton : Extensions ; Shepparton South : 1st, 2nd, and 3rd sections of new school ; Syndal : Science block (replacement after fire) ; Wangaratta : Woodwork room ; Wodonga : 1st, 2nd, and 3rd sections of new school ; Stawell : New classroom block ; Sale : New classroom and administration block ; Hamilton, Traralgon, Wangaratta : Wool-classing rooms. Commonwealth Science Grant: Two rooms. (ii) In Progress or at Tender Stage : Box Hill Girls ' : Senior classroom block ; Knox : Modified composite school ; Monterey : Modified composite school ; Colac : Fifth Form extensions; Frankston: Workshop additions and remodelling; Stawell: Stage 2 workshop block ; Kangaroo Flat : Wool room, physical education room, farm mechanics shop. (iii) Planning in Progress : Leongatha : 1st, 2nd, and 3rd sections of new school ; Broadmeadows West : 1st, 2nd, and 3rd sections of new school ; Dromana : 1st section of new school ; Swinburne : New composite school block. Five new technical schools were listed in 1968, three by original constitution and two by separation. Bell Park North and Irymple were opened in temporary accommodation provided by portables, but making use of established facilities in their host schools, Corio and Mildura respectively. The Lalor girls were accommodated at Preston Girls' Technical School and the boys at Keon Park. The boys' school, formerly part of Warrnambool Technical College, was constituted a separate establishment as Warrnambool North in the light timber construction buildings previously provided ; and the boys' secondary section of the Caulfield Institute of Technology became a separate entity as Caulfield Technical School. Altogether seven schools are being conducted in temporary accommodation in the grounds of other schools whose facilities they share in varying degrees. The building of Knox as a modified composite (co-educational) school is in progress, and planning is well advanced for Leongatha, Dromana, and Broadmeadows West. However, it has not been possible to keep up with the steadily increasing demand for accommodation to meet the requirements of the community for technical education and it has been necessary to make use of 175 portable classrooms, 7 portable toilets, and 5 portable kitchens. During the period under review Dandenong, Mildura, Noble Park, Ringwood, and Williamstown were able to undertake the construction of assembly halls under the supervision of the Public Works Department by virtue of the generous subsidies made available by the Government. Twelve schools took advantage of special subsidies provided for site works and buildings ; projects included the building of canteens and shower rooms, the installation of watering systems, and the development of ovals and courts. It is indeed gratifying to find such generous support being given by parents throughout the State but it is somewhat sobering to realise that there are schools in districts where the parent community appears unable to provide the basic amounts necessary to qualify for the available subsidies.
60
STAFFING OF TECHNICAL SCHOOLS 1. General Staffing
There was a general increase in staff employed in the Technical Schools Division as indicated in the following tables :(a) Classified Teachers (Technical Schools Division) Year
1967
..
..
1968
..
..
Men
.. ..
.. ..
Total
Women
2,405
377
2,782
2,643
422
3,065
(b) Classified Teachers (Primary and Secondary Divisions) Year
Secondary Division
Primary Division
1967 ..
208 (107 men, 101 women)
343 (196 men, 147 women)
1968 ..
266 (146 men, 120 women)
318 (197 men, 121 women)
(c) Temporary Teachers Year
Men
1967
..
..
..
1968
..
..
..
.. ..
Women
Total
508
489
997
619
597
1,216 ...
-~
(d) Lecturers in Engineering (Professional Roll) 1967
32
1968
35
(e) Council-employed Teachers and Lecturers Year
Permanent Full-time
Part-time Instructors
1967 ..
769 (718 men, 51 women)
2,206 (2,003 men, 203 women)
1968 ..
826 (769 men, 57 women)
2,381 (2,170 men, 211 women)
The large increase in staff numbers has meant a further reduction in the student-staff ratio, though there are still many classes in the secondary technical schools that might be reduced in size if there were more accommodation. It is unfortunate that the impact oflarge groups is heaviest in English, science, social studies, and mathematics classes where there is the greatest shortage of qualified teachers. The schools rely on the respective heads of departments to guide and to direct the less experienced staff in their departments. At the tertiary level the recent developments in electronic engineering education created some problems in the securing of proficient teachers ; and the rapid development of technician and higher technician courses introduced a note of urgency into the need for the new category of teacher known as the technician instructor, a number of whom are now undergoing teacher training. Appreciation should be recorded of the services rendered by Primary Division teachers on the staffs of the secondary technical schools ; and also of the temporary teachers, many of whom are well qualified but either do not seek permanency or wish to continue on a part-time basis, as is the case with so many of the married women with family obligations. 2. Diploma School StaJf (Council-controlled Schools) The period 1967-68 saw a large increase in the number of lecturer positions in council-controlled technical schools, and the category of lecturer, hitherto confined to teachers professionally qualified in engineering, was widely extended to include teachers with approved qualifications in science, humanities, mathematics, business studies, and architecture. 3. Diploma School Staff (Departmental Technical Colleges) In the technical schools and colleges within the Department the term " lecturer " continued to apply only to the professionally qualified engineer appointed to a specific position in a specific school. However, other teachers with professional qualifications were granted gratuities, paid half-yearly, to adjust their salaries to the levels received by lecturers, a development that was welcomed by the Departmental teaching staff, who felt that their status was being recognised.
61
COURSES AND INSTRUCTION 1. Diploma Courses The period under review has been a time of transition during which the responsibility for diploma courses has been transferred from the Education Department, as the co-ordinating authority, to the Victoria Institute of Colleges and the affiliated colleges. The Standing Committees established by the Education Department have been phased out and the Institute has established Schools Boards which, working through Course Development Committees, will make submissions to the Victoria Institute of Colleges Board of Studies. Diploma classes will continue in a number of technical schools under Departmental control, and the courses followed will be as determined by the Institute through its Board of Studies and the various Schools Boards, on which the Education Department is represented through Inspectors of Technical Schools. External examinations in diploma subjects will be organised and controlled by the Education Department until 1970, when it is anticipated that the Institute will have the necessary finance and organisation to conduct its own examinations branch as required. These changes will call for a re-statement of the role and function of the Technical Colleges Committee, which has been the major advisory body under the Director of Technical Education. Though it will no longer be so deeply concerned with diploma courses in general, it will continue to be involved with diploma teaching as it occurs in non-affiliated schools such as Wangaratta, Castlemaine, and Mildura, for example ; and this Committee must also be involved in the diploma courses in food and clothing conducted at the Emily McPherson College, as well as in the Diploma of Catering and Hotel Management conducted at the William Angliss Food Trades School. In fact there exists a very wide and extremely important field of technical education at the post-secondary level ranging from trade to higher technician courses, and including certificate work in commerce and other subjects, that will call for continuous review and development by a widely representative body such as this. The affiliated colleges will continue to receive grants of Commonwealth funds for equipment and buildings under the relevant provisions of the Technical Training Act and the Advanced Education Act. These grants have been, and continue to be, of major significance in making available the essential and frequently costly resources needed to improve the scope and the quality of the education provided at this level. Special mention should be made of the computer plan initiated by a Departmental committee and subsequently taken over by the Victoria Institute of Colleges Computer Committee in July 1967. This resulted in the installation of an English Electric System 4-50 computer costing $440,000 at the Royal Melbourne Institute of Technology and the placing of firm orders for the supply of computer configuration to six other colleges. The total cost of this equipment will be approximately $1 · 5 million. In 1968, students entered the final year of the 1965 diploma courses (further modified in 1967) and it is gratifying to record that provisional recognition of the majority of the courses has been granted by the Institution of Engineers (Australia). It is anticipated that full recognition of all courses will be given when each has operated for the full four-year term. Meanwhile there is ample evidence that college administrators, staff, and students have accepted the recent revisions and that courses are operating according to the intention and spirit of those revisions. There has, for example, been a marked increase in the number of students making use of library facilities and resources and thus, it is hoped, a development of investigation skills and a growth in self confidence. The Emily McPherson College of Domestic Economy is the main institution for the further education of young women studying for the three-year post-Leaving courses for the Diploma of Fashion Design and Production, the Diploma of Foods and Food Service, the Diploma of Nutrition and Food Service, and the Diploma of Domestic Science (at present being offered to Asian students only). To meet the needs of the talented girl who seeks further education but has not decided in favor of any particular occupation, the College has introduced the Diploma of General Science, which is planned along broad lines and offers an interesting and challenging course. Students who complete this program successfully will be required to obtain twelve months' approved industrial experience before the award of the diploma and should then be assured of a wide range of opportunities as laboratory technicians and as teachers of mathematics and science in technical schools. The Diploma of Catering and Hotel Management continues to win support ; courses are fully subscribed. No revisions are proposed at present, and the principal anticipated development is the erection of a special wing at the William Angliss Food Trades School, a project which is at the advanced pre-tendering stage. 2. Certificate Courses Where staffing and equipment are available at the appropriate level, schools and colleges continue to offer instruction in the subjects that constitute the applied science certificate courses. These subjects are selected from the related diploma course subjects, consequently the entry level required for a certificate course is almost identical with that required for the full diploma course ; and the courses are based on attendance at school for three evenings per week over a period of five years (though some part-time day classes are available in certain institutions). As the people taking these courses are generally in full-time employment and because of their maturity carry a burden of responsibility, it can be appreciated that these courses have proved very arduous. Nevertheless they have persisted because they have been for many years the only basic course available for men seeking positions in the broad stratum between the craftsman and the engineer. These certificate courses have been modified following the recent revisions of diploma courses in chemistry and engineering ; but these latter revisions have been of such a nature, both in detail and in spirit, that there is no doubt there must eventually be a re-assessment of the needs of industry in the subprofessional zone and an answer found to the question as to whether the certificate courses of the future can be satisfactorily formulated from elements of a full-time professional course.
62
Industrial Electronics at Collingwood Technical School
Drafting at Oakleigh Technical School
63 The expanded content of mathematics and physics following the 1965 and 1967 revisions now means that the student in the certificate course in applied science finds himself spending almost all of his first two years studying diploma mathematics and physics. As a result, the student is compelled to defer study of the applied science subjects directly related to his occupation at a time when they could be immensely useful to him. Much work has been done towards the establishment and the development of higher technician courses, and on the success and acceptance of these may depend the future of the old certificate courses. In the planning stages the widely representative committees adopted certain principles : the courses would be job-oriented, post-Leaving, and of four years' duration basically ; though the mathematics and science content would be restricted to that required to ensure understanding of technologies, the overall standard would be maintained at the level of the 1960 certificate courses, on which some salary awards are based ; and by careful correlation of subjects the capable trade technician would be able to take advantage of worthwhile exemptions in improving his qualifications. The following higher technician courses were introduced in 1968 : (a) Civil Design Drafting course at Caulfield, Collingwood, Oakleigh, and Yallourn. (b) Mechanical and Electrical Design Drafting course at Box Hill, Caulfield, Collingwood, Oakleigh, Sandringham, and Yallourn. (c) Electrical Higher Technician course for State Electricity Commission operators, testers, and distribution officers at Collingwood and Yallourn. Where enrolments justify, it is proposed to offer the second year of these courses in the schools and colleges listed above ; but it is expected that the third and fourth years will be conducted in the regional colleges only, except for the third year of the Electrical Higher Technician course, which will operate at Collingwood as well as at Yallourn. Further higher technician courses envisaged will be the Thermal Plant Design Drafting course and the Communications Higher Technician course (on which planning has been commenced). In all these programs provision is made for the very able student to escalate to a relevant diploma course, subject to requirements. The recruitment from industry of qualified and experienced technician instructors (a new category of permanent teacher) has contributed towards the successful establishment of these courses and is a factor likely to gain the confidence of industrial management. 3. Technician Courses The new trade technician courses begun in 1967 continue to attract the progressive apprentice who is able to undertake these studies concurrently with his apprenticeship ; he is particularly well placed if he has completed the Leaving Technician course, since the English, mathematics, and science contents of this course are pitched at the Form V level. In 1969, the third year of these new courses will be available at suitable centres in the following courses :-Automotive, Electrical, Mechanical, Metal Fabrication, and Production Trade Technician. It is not possible here to enter into a detailed description of these programs, but some idea of the variety being offered may be gained from a realisation that under the general classification of" Automotive Courses " are the specialised categories of automatic transmission, diesel and heavy equipment, farm equipment, and air-conditioning. A very important development has been the establishment of a technician course that is available to non-apprentices, that is, to students who have completed Leaving Technical Certificate and who seek a fulltime sixth year of secondary technical education. After trial as experimental pilot courses in 1967, these Detail Drafting courses have been conducted in civil engineering at CollirJwood and Oakleigh, and in mechanical engineering at Box Hill, Collingwood, Oakleigh, and Sandringham. It is intended also that these courses should be available on a part-time basis for people in employment, and that technician courses may be introduced in the fields of civil construction, aircraft frame construction, and instrumentation. As mentioned earlier in this report, the courses will be so designed as to permit escalation to the Higher Technician (Design Drafting) courses in keeping with the traditions of technical education in Victoria. Once again it is pleasing to report the continued popularity of the Building Technician Certificate course with both full-time and part-time students, who are finding that possession of the qualification makes them readily acceptable to the industry. More students at the secondary level are electing to undertake this work in their fifth-year studies for Leaving Certificate. The increasing popularity of further studies in building may be judged from the fact that there are now more than one thousand people presenting for examination in Building Construction, Grades I, 11, and Ill. Finally, it is interesting to record that a Plumbing Technician course is in the early planning stage and that the industry, aware of changing needs, is formulating a profile of a new type of occupation. 4. Apprenticeship Courses The period under review saw an increase in the number of apprentices in nearly all trades ; the total number directed to school was 22,801, an increase of 5 per cent over the previous year. Only three trades are proclaimed with respect to the metropolitan area only, a result which has been achieved through the development of special technical school training courses for apprentices in country districts. The block release system now provides the entire school training for apprentices in the breadmaking, bricklaying, dental, fibrous plastering, moulding, patternmaking, painting, signwriting, solid plastering, and vehicle painting trades. In a number of other trades block training courses are being conducted on an experimental basis or as an alternative to day release, generally in fortnightly periods. One very important consequence of this pattern of block periods has been the significant improvement of training that can be provided for country apprentices, who can now be either integrated into metropolitan groups where numbers are small, or organised as country groups interspersed between metropolitan groups. These apprentices receive travel and subsistence subsidies during their absence from home.
64
Though there are still 546 apprentices undertaking correspondence courses through the Royal Melbourne Institute of Technology, this represents a decrease of 5 per cent compared with the previous year. The number of country apprentices directed to attend continuous courses rose from 856 in 1966-67 to 1,656 in the current period, a remarkable increase. The trend towards longer periods in the secondary stage is shown by the fact that 57·6 per cent of applicants for apprenticeship had an educational standard of Form IV or higher (an increase of 4·1 per cent over the previous year). As a result, no less than 32 · 6 per cent of apprentices indentured were granted credits for higher educational standards attained. Completion of the trade workshop wing at Box Hill provided much needed accommodation and equipment for the training of apprentices in fitting and machining at the Grade IV level. An important extension of training facilities in the country has been the provision of workshops in the new building erected for Wodonga Technical School. Here instruction will be organised for apprentices in motor mechanics, turning and fitting, carpentry and joinery, plumbing, welding, and the electrical trades. In the building trades there has been such an increase in the number of men seeking training in wood machining that further facilities will have to be provided. Stone masonry has been proclaimed, and a course of training in tile-laying may be a prelude to apprenticeship in this work. The standing committees in plumbing and sheetmetal have been particularly active and have done valuable work in organising the Grades I-IV syllabuses into effective teaching units and in providing an advisory service to instructors throughout the State. A special committee has devoted much thought to the compilation of a booklet on safety education for apprentices in both trades, a task that is now half completed. The advent of natural gas distribution in Victoria has caused instructors to plan special group studies to consider the utilisation of natural gas and the associated technical details and problems. Among the associated human problems are the difficulties experienced by certain employees of the Gas and Fuel Corporation whose present occupations will disappear completely when the vast reserves of gas are tapped and piped to homes and industries : a special part-time course of two years' duration has been established at Collingwood Technical School, and the men thus re-trained will ultimately sit for the registered gasfitter's examinations. The standing committees have also designed new workshops equipped for efficient instruction in the techniques and the materials of modern plumbing and sheetmetal practice. These plans were incorporated in the Box Hill workshop block and will be used for developments in other schools. The gardening trade course is conducted at Oakleigh where there are some twenty-four apprentices distributed through the three grades of the three-year course, and where equipment and the necessary reference materials are being steadily accumulated. Studies and reports on the subject of apprenticeship almost invariably express concern on the issues of status and conditions. In Victoria the community may justly be proud of the instruction provided in the technical schools with their resources of equipment and staff ; but by and large the schools have tended to feel that their responsibility began and ended with the apprentice's attendance for his trade training program. In the circumstances the apprentice not unnaturally came to feel that the school was not really interested in him as an individual and to suspect that the school's expectations of him were not very high. It is particularly refreshing to learn that some of the schools are re-assessing their role in the scheme of apprenticeship and that an enlightened few are now taking a broader view of their responsibilities. At Dandenong Technical School, for example, an Apprentice Representative Council has been established, comprising a total of ten members made up of two from each of the five trades taught at the school. Not unexpectedly there was in the early stages a marked apathy towards the scheme, but there are signs that interest among apprentices is growing. Social functions are receiving more support, the elderly citizens of Dandenong have been entertained at dinner in the hills, a Pioneer Craftsmen's Sunday Ceremony has been successfully sponsored by the Council, the local press has given much favorable publicity, and as a result of these happenings there have been some significant developments. Employers have allowed leave on one afternoon each month for apprentices who are executive members to attend the Representative Council meetings. Besides this, firms in the district have offered to act as hosts for these monthly meetings ; and employers of executive members have agreed to grant leave to these apprentices to make visits to other State capitals. Support has been forthcoming for visits by groups of apprentices to important industrial plants in other States. Gradually this newly constituted council is evolving and articulating the role it can fulfil, a role that gives due attention to the needs of the apprentice as an individual as well as to the needs of the apprentice as a craftsman in the making. Just what may finally emerge from this important socio-educational experiment at Dandenong it is too early to forecast, and the sponsors are prudent in calling for patience. But as a promising attempt to fill a known and serious gap the scheme deserves the support of parents, instructors, employers, and all related organisations.
5. Secondary Technical Courses Secondary technical schools continue to enjoy the confidence of the community, and there is a particularly strong demand for the provision of this type of school in country areas. Some idea of the extent of the popularity of the technical school in Victoria may be obtained through attendance statistics, which show that 42 per cent of boys doing secondary education are being catered for in these schools. More and more, teaching staff and administration are modifying the suggested syllabuses and courses to design educational programs that will cater for the needs and the aptitudes of students, a development that is producing beneficial results for the quick-learning as well as for the slower-learning child. Experimentation with teaching methods and educational organisation is frequent, though limitations are sometimes imposed
65
Social Studies at Bentleigh Technical School
by the architecture of the school, and more commonly by the lack of qualified staff in some subjects and the changes in school staffing due to transfers and promotions. The policy of establishing standing committees is being extended to cover more and more subjects, teachers are seconded to examination panels, and at every level and in every phase there is teacher involvement. The major advisory group is the Technical Schools Committee representing principals, special services, teachers' organisations, members of the Board of Inspectors, and the State Advisory Council on Technical Education. This Committee meets three times a year and has powers of initiation and review of courses, powers of investigation, and advisory functions, and operates as a vital communication bridge between central administration and technical schools throughout the State. The syllabus produced by the English Standing Committee, although issued merely as a suggested program, has been amost universally adopted by the schools, and there have been extensive demands for copies from all types of secondary school in the State and elsewhere. As there is a continuing shortage of qualified and experienced staff in English and social studies, the schools must rely heavily on the leadership and the direction provided by the head of the department ; and induction courses have been most successfully organised and conducted by senior teachers, who have given newly promoted teachers the benefits of their own knowledge and experience. As part of the move towards making schools more responsible for their standards, approval was given for a number of schools, on their own application, to assess English Literature at Intermediate and Leaving levels by means other than a final examination. The results thus far are encouraging. The Standing Committee in Social Studies is reviewing the purpose of the subject and will eventually interest itself in planning new courses through which the agreed objectives may be attained. In the meantime there may be minor revisions of the current syllabus. Since the U.N.E.S.C.O. Seminar at Burwood in 1967 on the teaching of social sciences, there has been a timely revival of interest in this vital area and representative committees have been established in each State. Ultimately the committees should produce a number of suggested syllabuses that are more integrated and cohesive than those of the past. During the period under review there has been an interesting experimental course related to the social sciences under trial at Moorabbin and Clayton Technical Schools, where suitably qualified staff were appointed to work in close liaison with lecturers in the Social Science Faculty at Monash University. Physical education is still restricted by lack of trained teachers and gymnasiums, seven schools being without any type of physical education staff whatever. However, in 95 per cent of schools it has been possible to provide at least a minimal program for students in the first three years, and the tendency is for provision to be made for more students in the fourth and fifth years. There is a steady improvement in the accommodation position for physical education ; gymnasiumhalls have been built with the aid of subsidy, and gymnasium rooms are being included in the schools being currently established. Many more fully trained staff will be needed to permit the maximum safe and efficient use of these well equipped rooms. The present source of supply is the Physical Education Department at Melbourne University, where accommodation is heavily taxed, and there appears little hope of extensions to accommodate more student teachers. 8854/69.-S
66 More and more schools are organising school camps, and during the year two schools, Coningwood and Richmond, have established permanent camps with all conveniences at Buxton and Lake Eppalock. Both of these ventures are splendid examples of enterprise successfully based on self-help and community support, and there is no doubt that thousands of young Victorians will enjoy valuable and unforgettable experiences they would otherwise have missed. Instruction in music is steadily improving, and where the school is fortunate enough to have a competent and gifted teacher some extremely fine work is being done in singing, in appreciation, in instrumental work, and in orchestra and band performance. The Standing Committee has been prominent in the organisation of regional festivals throughout the State, and the standard of performance has been improved, technical school bands in particular having been successful in State-wide contests. As suitable teachers can be engaged to operate as visiting tutors, more and more students will be given the opportunity to learn to play an instrument, and the new schools will contain rooms specially designed for instrumental teaching and practice. ·
Collingwood Technical School Camp at Buxton
Collingwood Technical School Band
67
Business Studies at R.ingwood Technical School
At the commencement of the 1968 academic year instruction in commercial subjects was extended to the following technical schools : Box Hill, Horsham, Knox, Morwell, Niddrie, Northcote, and Wangaratta. Commerce education is in great demand, and only the lack of qualified staff prevents its provision for both boys and girls at many more schools. To enable the realistic integration of book-keeping procedures and data processing at the Leaving standard, teachers were given short courses by courtesy of an international business machine company, and the course has been further broadened by the introduction of Leaving economics. Audio-typewriting is being increasingly used in teaching Leaving stenography, and some of the co-educational schools are offering a communication improvement course, known as Typewriting and Language, which at the same time enables students to acquire a personal skill with the typewriter. Developments in the teaching of mathematics in the more advanced overseas countries have prompted a revision of courses in the first three years of the secondary technical schooL While these new courses are as yet being offered as optional, a recent survey indicated that the older courses are phasing out rapidly, teachers having realised the much greater attractiveness and interest of the new mathematics approach which, on present indications, is producing results at least as good as did the older system. Many more schools are making good use of the mathematics television programs produced by the Australian Broadcasting Commission ; and there has been a marked increase in the use of team teaching techniques which bring the experienced teacher into contact with more students. The Mathematics Standing Committee, in addition to conducting experiments with Form IV mathematics for applied science students, has made a survey of resources with a view to preparing material that will help teachers to interpret the new courses and to meet the needs of students with differing ranges of ability. As the agricultural colleges change their role it becomes increasingly important for technical schools to provide courses that will meet the needs of boys who, at the end of their Leaving year, will be returning to farms. The introduction of Agriculture A (general) and Agriculture B (farm management, business aspects, and a special study area) has proved to be of benefit to this type of student. The development of agricultural technology has prompted many farmers to encourage their sons to continue their education beyond the Leaving stage, consequently an increasing number of schools are offering post-Leaving courses, on either a full-time or a part-time basis ; these courses include a humanity, an agriculture theory subject, a management type subject, a farm mechanics type subject, and a wool-classing type subject, electives being arranged to meet various forms of agriculture throughout the State. Such courses could ultimately lead to the development of a certificate or technician qualification. Another possible development might be the establishment of very specialised courses in certain areas, as for example, a food technology certificate at Shepparton. Though increased demands are anticipated, the Wool-classing Standing Committee considers that existing centres will be able to cope with requirements, and it is not proposed to establish further centres before 1970. By 1969 there will be thirteen fully qualified and trained teachers in country areas providing instruction for an estimated 700 students, and it is planned to offer the full course (Grades I, II, and Ill) at Benalla, Hamilton, Horsham, and Sale, in addition to existing courses at the Gordon Institute of Technology, the Ballarat School of Mines and Industries, and the Melbourne School of Textiles.
68
Preparing a Design on Copper at Ringwood Technical School
69 The reaction from the fragmentation of art teaching continues to gather momentum as teachers free themselves from the trammels of their own art training and begin to appreciate the possibilities of the multi-activity approach which involves the student in analysis, evaluation, and decision in matters related to materials, means, and aesthetics. Teaching is being assisted by the provision of an art complex of rooms permitting easy movement and ready access to the resources of the art department, resources that are being significantly augmented by the provision of power hand tools, furnaces, bench grinders, presses, torches, and spot welders. The new refreshed spirit of graphical expression is overflowing from the art rooms proper and is seen throughout the school buildings and grounds in statuary, murals, mosaics, and hand-worked objects of many kinds. Woodwork teachers continue their efforts, and with increasing success, to meet the needs of their students through models that will be challenging enough for the boy who is not particularly skilful or quick in the use of tools, and with other models so advanced in design and finish that they might well be regarded in the craftsman class. The Form IV syllabus in technical drawing is being revised on a building project approach ; in this instance all drawing and detail are related to the erection of motel suite units. This ensures not only a comprehensive and modern treatment of techniques, but also an approach that is intrinsically interesting to the student in the age of motor-car travel and holidays. The instruction in sheetmetal has been revitalised to such a degree and the range of materials and finishes has been so extended that the time has come when thought should be given to the adoption of a new name that would more adequately cover the activities not dreamt of a decade ago. For example, there are now several schools engaged in a wide range of experimental work that includes the techniques of manipulation of plastic materials of many kinds. That this new manual activity is vital and attractive is indicated by the support that is given to the adult evening classes, in which the quality of work produced is very good. In the engineering division the movement towards greater diversity of experience continues to gain favor ; but some schools have been hesitant to follow this line in case students might find, on entering into apprenticeship, that they were denied credit for work done at school because their time had been divided among several branches of engineering. To overcome this objection, thought may have to be given to a re-structuring of apprenticeship studies so that the boy who remains at school to complete his Leaving Certificate retains an advantage in his term of apprenticeship and is not otherwise at a disadvantage. It may be necessary to make it possible for schools to devise their own fourth-year syllabuses in fitting, machining, motor mechanics, and other crafts, and not to follow, as they now do, the Grade I apprenticeship course. If such modification can be effected it will enable schools to provide opportunities for students to have access to much more of the excellent equipment and generous resources available in the various types of workshop, thus not only enabling the student to profit from a wider, richer experience but also to have better opportunities to select wisely the type of engineering vocation that appeals to him.
LffiRARIES During the period under review another amount of $80,000 was made available from the Technical Training Grant funds to enable schools to up-date and develop their reference material, for both instructors and students, in every branch, and at every level, of trade, vocational, and certificate training. Many schools have taken advantage of this grant to purchase the latest authoritative works dealing with the most modern trade techniques, and not a few schools have decided to make provision for library facilities for trade students. Indeed it is heartening to record that in the new trade block planned (and long overdue) for Sunshine Technical School there has been adequate provision of rooms and facilities to establish an apprentice library as such. There is no doubt that, where study resources are made available, instructors and schools will come to accept them and to integrate their use into every year of the course. Already, in some progressive schools, the apprentices are given admittance to the central library and many are making good use of books. l. Secondary Technical Libraries It would be fair to say that, with increased expenditure on book purchases and with more generous staffing, the library has begun to assume a more important place in the minds of school administrators, staff, and students. The establishment grant of $1,000 per annum of each of the first two years of the life of the school has underlined the need to provide a library, or the first stage of a library, in the basic building program. The new subsidy of sixty cents per student ensures that each school maintains a minimum expenditure of $1.60 per student per annum, that is, approximately one good paper-back per student. Fortunately very few schools indeed rely on this minimal outlay, but these in most instances are in areas where the need of the children is greatest and where the school should be dedicated to the task of compensating for deprivation. Careful investigation indicates that to develop and to maintain a secondary library requires a minimum of three dollars per student per annum ; and it is to the credit of schools and committees that this figure is being attained and surpassed. This year saw the first entry of holders of teaching studentships into the newly devised course for teacher-librarians at the Secondary Teachers' College, but it will be at least three years before any of these young specialists become available to schools. However, the recent amendments to Regulation 9 (Qualifications) have attracted a small number of people with librarian qualifications who are now able to undertake an approved course of teacher training and thus become permanent. It would be wise to accept that, for many years to come, schools will be dependent upon temporary teachers, both full-time and parttime ; and suitable courses should be provided for these people, most of whom are mature and anxious to provide efficient service. Such a course was conducted at Swinburne with the assistance of the Library Services Branch and of many experts from both inside and outside the service. The course was successful in the opinions of both teachers and administrators, and should be repeated from year to year and be extended to include teachers from the country, where often the need is greatest.
70 One final point should be made. As library usage has increased, the need for more space has been met by lengthening the existing library room into the shape of a rectangle so elongated that effective organisation of library materials, free flow of users, and supervision have become difficult. There is now an urgent need to reconsider the whole matter of library design and library placement or siting, to meet the role of the library in relation to the total school program. This may mean a complete replanning of the light timber construction schools as they were conceived in 1955 to meet the emergencies of those days.
Two Views of Coburg Technical School Library
71 2. College and Diploma Libraries During the period under review Victoria received an amount of $180,000 as its share of the $500,000 unmatched grant for library materials made available by the Commonwealth Government in response to a strong recommendation made by the Commonwealth Advisory Committee on Advanced Education. Of this total of $180,000, a sum $155,500 was, on the advice of the ad hoc Library Committee of the Victoria Institute of Colleges, allocated in varying amounts ranging from $2,000 to $32,500 to only ten technical colleges. As an unfortunate result, other diploma teaching colleges such as Castlemaine, Maryborough, Warrnambool, Sale, Shepparton, and Wangaratta were left to their own resources and to whatever amounts school councils could spare from their maintenance grants ; and to this extent diploma students in these institutions were placed at a disadvantage. There appears little hope of increasing maintenance grants, and short of making a submission to Canberra on behalf of these overlooked students it is not easy to suggest a means of making good the library deficiencies. APPRECIATION OF SERVICES Technical education, more perhaps than any other type of education, depends on the co-operation, support, and involvement of a great number of people and organisations, industrial and commercial, outside the Education Department and frequently of national and international importance. The collaboration of management, professional officers, and technical specialists has become such a regular feature of the operations of the Technical Schools Division that its continuance is regarded as a basic premise. Commonwealth and State Governments and their administrative staffs have given every co-operation, and I must especially mention the loyal and willing services of my own office staff, especially under the pressures and difficulties experienced during a period when administrative and financial processes were undergoing important changes. During this time of re-adjustment I have been heartened by the strength of the support given by school councils and principals and staff, and I have during this period visited many schools personally to thank those responsible for the efficient operation of those schools. As ever, I have relied heavily on my Board of Inspectors who have spared neither time nor energy in helping me with the administration of this large and increasingly complex system. To all my associates, friends, and colleagues everywhere I pay my final token of regard and of gratitude.
72
REPORT ON SPECIAL EDUCATION SERVICES By T. L. W. EMERSON, B.A., B.ED., M.A.C.E., Director of Special Services
Although the Education Department's special services had their origin in the Primary Division, their particular and diverse contributions to education have long since spread beyond the primary field to include secondary, technical, and other forms of post-primary education. An expansion in the scope, the extent, and the number of personnel involved in special services has led ultimately to the need for a separate administrative structure ; and with the appointment of a Director of Special Services on the 4th of March 1968, a new milestone in the history of this Department was passed. Specifically, the Director of Special Services is charged with the co-ordination, supervision, and administrative control of special services and branches, and with the provision of special services within the various divisions. At the time of this report the following teaching personnel were involved :Branch or Service
Professional
Officers
Education of Physically Handicapped Children .. Education of Backward Children .. .. Psychology and Guidance .. .. .. .. Curriculum and Research .. .. Physical Education .. .. .. .. Visual Education .. .. .. .. Library Services .. .. .. .. Publications . . .. .. Speech Therapy .. .. .. .. Homecrafts .. .. .. .. .. Forestry and Young Farmers' Clubs .. School Camps .. .. .. .. .. .. Welfare .. ..
.
.
..
..
..
.. .. .. .. ..
.. ..
..
.. .. ..
..
..
.. .. .. .. .. .. .. .. .. .. .. ..
4 1
25 6 4
2 1
4
1 1 1 1
Teachers
201 371 76 55 179 42 692 7 23 37 4
Total
205 372 101 61 183 44
693 11
..
11
24 38 5 12
4
4
51
1702
1753
The Special Services are an integral part of the educational complex ; among other duties they provide a specialised form of education for physically and intellectually handicapped children. Some of these children are just barely educable, others are only slightly retarded, and others again among the physically handicapped can reach Matriculation standard. We have been referring to "children" ; in fact the Special Services cater for people ranging from the babies attending the parent-guidance section of the centre for the education of the deaf to adults in prison schools. Some of these pupils are affected by a physical, a mental, an emotional, or a social handicap ; some have a combination of two or more of these handicaps. Many of the Special Branches that contribute in greater or less degree to supplying specialised education for handicapped children also make a significant contribution to general education in the normal primary, secondary, and technical schools of the State, for instance the Psychology and Guidance, Curriculum and Research, Physical Education, Visual Education, Library Services, and Publications Branches. An integration of special education, specialised services, and normal spheres of education is being achieved wherever it is possible. Thus some 500 pupils with serious hearing defects (approximately half the total number) attend normal schools ; but they are given regular assistance from the group of twenty trained teachers of the deaf who comprise the visiting teacher service. If, despite quite serious defects, children can make educational progress in normal schools with the help of specialist teachers, the social development of these children is greatly enhanced. It is for the same reason that a rapid conversion is being made of opportunity grades to opportunity remedial centres, because the latter provision places the moderately mentally handicapped child in a normal classroom situation for at least half of each school day. In similar fashion, the enlarging services specially installed at the Carronbank School for the Partially Sighted have been extended to children who, given this additional aid, are enabled to cope with the normal school program. Further examples of the integration of services are the current investigation into the particular physical education needs of children in special schools, the planning by the Publications Branch of a new type of magazine to replace the secondary School Paper which now holds little interest for Forms I and 11 students, and the further extension of homecrafts to the special education field. So successful has the latter development been that homecraft units are now an accepted part of special school building design. At the time of this review, a Demonstration Unit has been created by remodelling existing rooms at East Kew State School. The Demonstration Unit has well equipped reading laboratories and special facilities for training teachers in diagnostic and remedial teaching. It will have the dual role of providing part of the training course for students undertaking the Trained Special Teacher's Certificate as well as providing a course of in-service training for teachers in normal classrooms. In the latter case, a consultative service for teachers will also be provided. As an important contribution to the provision of individualised instruction, the progress of the Demonstration Unit will be watched with interest.
73 Future building planning in special services envisages the development of Psychology and Guidance/Speech Therapy /Demonstration Unit complexes which will form the basis of an integrated educational centre. The new special schools for mentally handicapped children at Broadmeadows and Geelong are nearing completion and plans are in hand to extend facilities at the Victorian School for Deaf Children. Accommodation pressures are developing at Y ooralla (Balwyn) and Glendonald Training Centre for the Deaf. As the size of these sites precludes building extensions, alternative accommodation will be required. Long-term plans for a five-storey building at the corner of Queensberry and Leicester Streets will provide a centre for special services ; work is shortly to commence on this project. The Visual Education Branch continues to make considerable contributions to the use of audiovisual equipment in schools and to the in-service training that is so necessary to ensure that the equipment is used effectively by teachers. With the growing use of closed circuit television, language laboratories, and similar types of electronic equipment in post-primary schools and training colleges, it has been deemed advisable to form an Audio-Visual Advisory Committee to provide technical guidance in these rapidly expanding developments. To a limited extent, nominated courses and extended courses for the Trained Teacher-Librarian's Certificate are helping to cater for the steady growth in primary school central libraries, and it is pleasing to record that a central library is now part of the standard building plan in primary schools. But, at the present time, an adequate promotion system is needed if teacher-librarians are to be encouraged to remain in the field of library services and so provide the necessary number of trained personnel. At post-primary levels, there is an urgent need for an extensive in-service training program designed to upgrade the qualifications of many teachers now engaged in the duties of teacher-librarian. Within the limits of this preamble an attempt has been made to convey some impression of the part being played in education by the special services. In all of the following reports there is evidence of the diversity of services available to schools of all kinds. Perhaps in the records of the Psychology and Guidance Branch and the Curriculum and Research Branch is seen most clearly the manner in which special services are interwoven into the very fabric of the Department's education system. EDUCATION OF PHYSICALLY HANDICAPPED CHILDREN
Schools have continued to benefit from the additional teacher-training courses, from the increasing maturity of staff, and from the stability of staffing arrangements. Approximately 250 teachers, teacher-therapists, and professional officers were directly engaged in providing a diverse and complex range of services responsive to changing needs. During 1967-68 there were changes in medical treatment, in the rationalisation of services and accommodation provided by other agencies, and in the co-ordination of teaching methods with variations in treatment. Changes in categories and degrees of handicap, and the increasing survival rate of children with multiple handicaps have made for added pressures on staff and accommodation. Hospital school enrolments, both gross and net, continued to fall in response to changes in hospital services generally. The development of the Austin Hospital as a general teaching hospital, with consequent pressures on accommodation, led to changes in the special State school provisions which have been continuous since 1908. School-age thoracic patients were transferred to Heatherton Sanatorium where School No. 4982, Heatherton Hospital, was established, in conjunction with the Tuberculosis Branch of the Health Department. At the Austin Hospital a building was converted by the hospital to provide " rural school " type accommodation to supplement ward teaching for the remaining general, orthopaedic, and spinal patients who were pupils of School No. 3605, Austin Hospital. In the hospital school section of School No. 4290, Royal Children's Hospital, Mt. Eliza, school attendances for the first time fell to an average of approximately twenty school days. It is expected that during 1969 the hospital at Mt. Eliza will gradually change over to geriatric services, and by 1970-71 Royal Children's Hospital provisions will be consolidated at Parkville in conjunction with consultative services at a new Handicapped Children's Centre, the first of its kind in Australia. Requests for teaching services are received from time to time for school-age patients in other hospitals or institutions. Provision for these individual pupils or small groups has been made by teachers who are attached to the invalid services of the Correspondence School and who also visit home-bound children. In contrast to enrolments in hospital schools, enrolments in day special schools for physically handicapped children have doubled over the last decade. Pupils handicapped by poliomyelitis now constitute only 6 per cent of the total enrolment, compared with 21·5 per cent in 1958, but unfortunately other handicapped groups have not decreased. Pupils handicapped by muscular dystrophy have more than trebled since 1958, over six times as many spina bifida cases have survived to swell special-school enrolments, and the numbers of post-accident cases also continue to increase steadily. Such increases have maintained pressures not only on school accommodation but on treatment services and hostel accommodation provided by other agencies. Two rubella epidemics which occurred during the year may unfortunately add to enrolments not only in the above-mentioned services but also in the Department's varied services for deaf children. Planning of extensions to these services is particularly difficult since the projected program of rubella immunisation may bring changes in the incidence of maternal rubella and resultant congenital abnormalities. Meanwhile, the Department's services have continued to provide appropriate help for over 1000 deaf children, including parent-guidance for pre-school children and their parents, special school services from kindergarten level upwards, and visiting teacher services for about 500 deaf children attending their own home schools. Increasing numbers of severely and/ or multiply handicapped deaf pupils led to approval for an additional building program at the Victorian School for Deaf Children, and to an investigation of the needs of educable deaf-blind children and of the special-school needs in Melbourne's northern and western suburbs (particularly noting provisions for young deaf pupils).
74 Remodelling and renovation of the building and re-planning of grounds were undertaken at Carronbank School for Partially Sighted Children, together with additions to equipment in both the school and the aids section. These changes will make possible more effective provisions not only for Carronbank's pupils but for partially sighted children in normal schools. In general, pupils attending schools for physically handicapped children have enjoyed enrichment of courses and activities. Combined sports meetings have been held, a survey of physical education activities is being undertaken, excursions and camping activities have been extended, courses in arts and crafts and homecrafts have been expanded, and certain items of specially designed furniture and equipment have been supplied. The complex transport system administered by the Education Department's Transport Branch has continued to make it possible for many physically handicapped pupils to attend day special schools. EDUCATION OF BACKWARD CHILDREN
Through the Psychology and Guidance Branch, the Education Department provides advisory services to schools in order to assist them in handling educational and other problems in the classroom. Admittance to special schools and classes maintained by the Department is made on recommendation of this Branch. With the further progressive implementation of the Remedial Education Committee Report (1965) significant changes have occurred in the nature and the extent of services provided for educationally handicapped children. Systematic conversion of opportunity grades to opportunity remedial centres has continued at an accelerated rate so that there are now only eleven opportunity grades providing assistance for 200 children, whereas the number of opportunity remedial centres has increased from 29 to 45. Together with twelve remedial centres and the social adjustment grade, now re-located in improved accommodation at Coburg, these units are providing assistance for 1,104 children, an increase of 129 on last year. Following extensive renovation to four classrooms at School No. 3161, Kew East, a feature has been the establishment of a Demonstration Unit which includes lecture and observation room facilities incorporating a one-way screen, a tutorial centre, and approximately 1,400 square feet of display area in which, with the support of publishers and booksellers, already some 10,000 books and aids are on display. Staffed by qualified, experienced special teachers, the Unit is now assisting materially in the in-service training of practising class teachers in selected schools in the Eastern Division. This training will enable them to cater more adequately for the range of individual differences common to all classrooms. In addition to training programs, the Unit provides a visiting teacher service and opportunities for practical experience and training for the fifty teachers currently undertaking the course for Trained Special Teacher's Certificate. Two of the staff attached to the Unit are rendering valuable assistance in the teaching of reading in a modified teacher education program in the Broadmeadows Inspectorate. In each case response by teachers has been most encouraging and is indicative of the needs felt by practising classroom teachers. Similarly other areas of responsibility have been extended. In addition to the nine established day special schools two new schools at Geelong and Broadmeadows are nearing completion and will open in third term, 1968. Extensions to the Footscray North Special School are in hand. The anticipated third-term enrolment for day special schools is 993, with a current waiting list of 132 children ; 102 teachers are employed in these schools. To meet this growing waiting list and to cater for additional anticipated demands, further sites have been acquired or are in the process of being acquired at Ashwood, Watsonia, and Doncaster. As in previous years valuable ancillary services, including job training, craftwork, homecraft, physical education, and remedial reading and speech, have been further developed. Moorabbin West Special School has recently opened its own heated indoor swimming pool, built as a result of combined parent, community, and Departmental effort. Institutional special schools are at present assisting 336 children. There is an increased enrolment at Janefield following changes in Mental Health Authority policy in concentrating emotionally disturbed children at Travancore. Forty teachers are employed in these schools. Services for the socially handicapped in denominational, social welfare, youth welfare, and prison schools have increased with new units at Langi Kal Kal and Warrack Park (Ararat) and additional rooms at Hillside. These schools now provide instruction for 387 pupils and are staffed by 16 teachers. PSYCHOLOGY AND GUIDANCE BRANCH During the past year the Psychology and Guidance Branch has continued to offer a psychological counselling and guidance service to Education Department schools of all levels throughout the State, and to all types of schools for handicapped children. One of its functions is to control for the Department the admission of children to special schools and special educational facilities. All the resources of the Branch and all of the existing Departmental special educational facilities are open to children from private as well as State schools without discrimination of any kind. The year 1968 is something of a landmark for the Branch as it is 21 years since it was first established. During these years it has built up a close liaison not only with the schools and Departmental agencies for whose benefit it exists, but also with a wide variety of welfare and medical services, both Governmental and voluntary. This co-operative relationship is very highly valued. Without it a great deal would be lost, and its work; especially that for handicapped children, would become much less effective.
75 It became apparent quite early in its existence that the Branch had the task primarily and principally to assist the schools to achieve their aims. Its officers have increasingly become consultants to schools, assisting them to make the best possible provision for the children in their care. Much of its most effective work is informal, since it is done in discussion with teachers and parents. Teachers themselves have become increasingly interested in learning about the dynamics of behaviour, and about the materials, the methods, and the organisation that will allow them to promote within their own schools and classrooms the intellectual and personal growth of all children, irrespective of their backgrounds. They have become less ready to leave to others tasks that properly are their own. This process has undoubtedly accelerated in recent years, especially at the secondary level, and perceptive teachers at all stages in the educational structure are looking critically not only at their own professional activities, but also at the fundamental philosophies on which these are built and the structures within which they operate. In this era of rapid technological and social change, no education system can afford to stand still, and these are encouraging signs that ours is not. It is important that a service organisation like the Psychology and Guidance Branch should be, as it is, sufficiently flexible in organisation, sufficiently close to the schools, and sufficiently in tune with current developments to meet the new and changing demands made on it, which are the inevitable consequence of these wider changes. The influence of the school in the lives of children is more powerful than we imagine. The school is certainly too powerful to play a passive role when an active one is needed, and for many children active measures by the school in their early school years are necessary if educational and personal development are to take place. The alternative is educational under-production, perhaps educational failure, stunted personality development, or in extreme cases, grave personal maladjustment. The consultative role of the officers of this Branch means that most of their time is spent in schools on the initiative of the schools, and that the burden of travel falls on them rather than on teachers, parents, and children. Their travel costs have grown with the development of this role and with the growth in the number of staff capable of fulfilling it independently, and these costs must be expected to mount. One difficulty that guidance officers encounter in most schools is that of finding a place where they can interview. All schools need some provision of this kind. Over the years there has been increased participation of staff members in in-service teacher education and also on Departmental committees and research projects. The involvement of this Branch in the planning and creation of the first Demonstration Unit at East Kew is an example of this. Others are the training given to certain teachers in the Broadmeadows inspectorate in the diagnosis and treatment of educational weaknesses, and the assistance given in the development of itinerant reading consultative services. The collection and the organisation of the display of reading material at Bendigo and the assistance given there to teachers in selecting those materials which meet their special needs is another of the many special activities of the Branch. During the year under review, 512 teachers, 14 teachers' college lecturers, 3 district inspectors, 135 student teachers, 9 psychologists, 3 parents, and a group of 4 overseas educators have visited this display and have been interested in the sequential reading program which has grown out of it. Neither this display nor the more extensive display of books and remedial materials at the Demonstration Unit in East Kew would have been possible were it not for the very generous assistance of booksellers and publishers. The demand from teachers in the Secondary and Technical Divisions for participation in the course in guidance techniques and practices which this Branch has conducted for several years reached such proportions in 1968 that it was decided to duplicate the course. Two parallel courses are at present being conducted. The inclusion of a few teachers from the Primary Division in each of these courses has been especially valuable to all participants since it tends to promote both understanding and co-operation in the task all teachers share. A similar course, with emphasis on the primary school child, would be a desirable expansion of this activity. Senior members of this staff are involved in many Departmental committees and activities. These include remedial education ; the planning of new schools to cope with the problems flowing from high density living ; every aspect of special education ; the problems of transition from primary to secondary education ; the review of the structure and content of the first four years of secondary education ; the special problems of the education of migrants ; and the planning for the senior-junior high school complex. The Branch itself has a number of special projects in hand. One of these is related to teaching English to bilingual migrants ; another is concerned with the development of an auditory discrimination test at the beginners level ; another is related to the diagnosis of visual perceptual difficulties and of language deficits of handicapped children. One group is making an intensive study of learning difficulties in the areas of cognitive and perceptual dys-functioning. Two new district centres have been established during this year, at Shepparton and at Ivanhoe, making ten in the Melbourne metropolitan area and four elsewhere. Further centres will be established and services extended as soon as suitably trained and experienced staff become available. This in turn depends in very large measure on the extent to which competent and well qualified teachers can be attracted into the Branch, trained in this particular field of applied psychology, and held on the staff in the face of the attractions of alternative career opportunities both inside the Education Department and elsewhere. It cannot be emphasised too strongly that training and experience under supervision for some years after joining this staff is the essential background for competent field workers.
There has been an overall gain of seven in the number of officers available for guidance duties over the past year. Sixteen were added ; nine were lost. Three of those last resigned from the Education Department to take other appointments or to undertake further studies overseas. It is unfortunate that present policies make losses of this kind inevitable and generally permanent. Two officers transferred to other positions in the Education Department and four resigned for family reasons. One distinct advance was the creation late in 1967 of an additional position for a Grade I guidance officer and of five additional positions for Grade 11 guidance officers. All of these were filled satisfactorily.
76 During the past year the Grade I guidance officers who work in the general field have been given direct rather than supervisory responsibility for a district centre and have thus become much more productive. They are also involved in any ongoing special activities or interests (e.g. the problems of migrants) in the division to which they are attached ; they are available for consultation by officers throughout the division ; and each of them has responsibility for one of the major activities of the Branch. In each case these Grade I guidance officers are supported by a Grade 11 guidance officer in the centre to which they are attached. The contribution of the social workers on this staff is often overlooked, partly because they and the guidance officers form a closely interacting team amd each tends to take on some of the identity of the other. This is desirable since their backgrounds of training and experience have much in common, but the special skills of the social worker in family casework, the insights she has because of the nature of her training, and her knowledge of community resources make her contribution a unique one. For many years the Education Department has not been able to fill existing vacancies for women holding the Diploma of Social Studies, and it has therefore been pointless to ask for the increase in the number of these positions which the expansion of the staff as a whole would have justified. For this reason the decision was made during this year to offer opportunities for women teachers to undertake studies leading to the Diploma of Social Studies, and the first two of these are currently undertaking this course. This is a positive step towards the solution of a persistent problem. During the year, 5823 new cases were handled, a small increase of 319 on the previous year. The increase was shared almost equally between metropolitan and country areas. About one-third of all cases handled were from schools outside the metropolitan area. There has been a remarkable consistency over several years in the reasons which prompt these referrals. More than half of them are related directly to educational retardation, and about a quarter of them to some kind of behavioural problem at school. The grossly physically handicapped children comprised 8 · 3 per cent ; 4·1 per cent needed some help in educational placement ; and 7 · 2 per cent needed guidance in the choice of educational pathways. In fact, the classifications overlap. As always, far more boys than girls were referred, and a slight peak of referral occurs at age 7 to 9 years and again at age 12 to 13. This could reflect certain pressures related to the educational structure. The main source of referrals was the schools (72· 7 per cent). Medical agencies accounted for 16 per cent. The small percentage of referrals by parents (5·7 per cent) reflects the policy of directing parents who inquire back to the school, since this is where co-operation and involvement must begin. The Branch does not provide a general service to the public ; it is primarily a service branch of the Education Department providing a consultative service to schools, and this orientation is reflected in this figure. There has been a slight increase in referrals from the Administration of the Education Department, and a slight increase in those accepted from medical agencies, most of it accounted for by an increase in referrals from the Royal Children's Hospital. About one-third of the referred children attending Departmental schools are at the secondary level of education. There has been no major change in the pattern of schools attended by the children referred ; the figure of 10 · 2 per cent from registered schools is directly comparable with last year (1 0 · 3 per cent). A slight increase in the percentage of referred children who are physically handicapped probably reflects a closer liaison with medical agencies and earlier identification than was the case a few years ago. The group testing figures are mostly concentrated at the primary level (18,186 children out of a total of 19,338) and are related to the identification of children with reading difficulties and to research projects in this area. Group testing at the stage of transition to secondary education is done by the schools themselves, using tests supplied by the Branch, which also organises this particular activity for the Department. In the year under review 74 per cent of all secondary schools and 96 per cent of all technical schools in the State were provided with tests. It is hoped that this activity will eventually become unnecessary, since it is a poor substitute for actual communication between primary and secondary schools at the transition stage. CURRICULUM AND RESEARCH BRANCH The varied and specialised services offered by this Branch to the Administration and to schools continued to be in heavy demand. Information relating to the curriculum and educational research is regularly supplied to the Administration, Departmental committees, teachers' colleges, inspectors, and schools in all three divisions. Curriculum development is accelerating with changes in society and the growth of knowledge. Most of the research projects and trials under the supervision of the Branch are connected with this development. To meet growing needs, a staff of specialists in a variety of fields is gradually being assembled. Curriculum Development Art and Craft (Primary).-The revision committee has been engaged in considering problems arising from the implementation of the new course in primary schools. Commercial Subjects (Secondary).-An assistant is engaged in the development and evaluation of courses in consumer education and commercial principles. Assistance with inwservice training and textbook construction in commercial subjects is provided. English (Primary and Secondary).-Revision committees for both primary and secondary English have been set up and are being serviced with relevant information. A co-ordinating committee for English in all divisions has been set up. The spelling revision committee is engaged in completing the revision of the Departmental spelling lists in the light of trials in 1967, and a curriculum guide for teachers is being compiled. A sequential reading scheme for Grades I-IV has been published. Reports on the application of linguistics to language study in schools have been compiled and the first report has been published. The study of group drama in schools has begun. The Branch continues to promote children's original, imaginative writing in schools. An expert committee has produced an interim course in English for non-English speaking migrant children. The course has been placed on trial and in-service training of teachers has commenced.
77 Foreign Languages (Secondary).- The Branch services the various foreign language committees and supervises the trial of new courses and equipment in schools. Geography (Secondary).-Activities now firmly established as regular tasks of this section are : The servicing of the Departmental Geography Committee, particularly with the development of geography courses ; the development of a geography library including books, journals, and abstracts of articles ; and the preparation of circulars of information on source materials and teaching methods. Specific projects on which preliminary work has already commenced are the development of a test item "bank" and the development of a rationale for the teaching of geography. Liaison and co-operation with other committees concerned with geography courses and geography teaching are being extended. History (Secondary).-Evaluation of trial courses in history for Forms Ill and IV has been completed ; modifications have been made by various sub-committees ; and the courses were recommended to teachers in a series of both country and metropolitan conferences. A survey early in 1968 indicated that the courses had been adopted in 91 per cent of schools and that a further 5 per cent would adopt them in 1969.
Conferences have been held in country and metropolitan centres on " Evaluation and Teaching Methods ", with emphasis on development of objective testing techniques. Numbers of trial test items have been written, trialled in schools, and are ready for distribution as prototype items, for teachers' information and use. Several hundred texts have been reviewed and catalogued, and information bulletins have been prepared for teachers on" Useful Texts for Class Use"," Free and Inexpensive Material Easily Obtained", and "Document Interpretation and Use in the Classroom". The History Committee has undertaken a complete re-training scheme for 1968, in preparation for the development of new courses for 1972. This has involved the history assistants in extensive preparation of information circulars, investigations into courses in Australia and overseas, the development of curriculum planning techniques, and the formulation of history aims and objectives. Mathematics (Primary).-Courses in Pure and Applied Number, Sections A-I, and in Applied Number, Sections A-F, have been published and curriculum guides are in the course of preparation.
The in-service training staff have conducted initial and refresher-type conferences, with follow-up visits to schools in twelve country inspectorates and in all five divisions in the metropolitan area. Many visits to individual schools and teachers' colleges have been made. Mathematics (Secondary).-In-service training conferences have been organised at 19 metropolitan and 22 country centres, reaching approximately 700 teachers. A two-day conference at Monash University organised by this Branch was attended by 1,137 teachers. Eleven Circulars of Information on secondary mathematics have been distributed to schools. Liaison has been maintained with the Technical Schools Mathematics Committee and the Secondary Mathematics Committee. Many textbooks have been evaluated. Physical Education (Primary).-The revision committee continues to meet regularly. Trial material in gymnastics has been evaluated, and material for ball-handling activities and dance is on trial in 23 classes. Draft material for swimming is under discussion by the committee. Work continues on athletics material. A curriculum guide in facilities and equipment is in an advanced stage of preparation. Science (Primary).-The major activity in this area has been the completion of the science course. The associated guides have now been pratically completed. Preparations have also been made for in-service training, and an implementation trial was begun in six metropolitan and six country schools early in 1968. Members of the Branch have also addressed many meetings of staff and other groups of teachers, in preparation for the introduction of the course. Science (Secondary).-Members of the Branch have been active in the preparation of television and radio broadcasts, in the development of the Junior Secondary Science Project, on the Victorian committee of the International Project for the Evaluation of Educational Achievement, and on the V. U.S.E.B. Science Standing Committee. Among projects in schools initiated or assisted by the Branch are a trial of the Nuffield biology materials at junior secondary level, of introductory physical science at Form IV, and of a general science course at Form V. The Branch has continued to review books and aids, and to notify teachers by circular and through journals of the value of these. The organisation of an in-service training day, which made use of television broadcasts, for Form I and II science teachers was conducted by the Branch. Science (Technical).-The science section has continued to assist the work of the Technical Schools Science Committee in adapting courses and providing assistance to teachers. Social Studies (Primary)-The Primary Social Studies Committee has continued with the work of planning a new course. The committee has been concerned with identifying major generalisations rather than with specific bodies of content.
During the year a pilot project on children's ability to gain knowledge from, and to interpret, geographical photographs was carried out. An investigation of children's ideas and knowledge of the economic social world is currently being conducted. The effective liaison established with the Secondary Geography and Secondary History Committees has continued and liaison has been established with the recently formed Standing Committee on Technical School Social Studies.
78 Research Projects
Increased use of electronic data processing is now facilitating the rapid processing of data collected in research projects. Following is a summary of the projects carried out or in progress. Reading
Research work has continued on reading methods which involve the use of a modified orthography : i.t.a., Words in Colour, and Colour Story Reading. Stott's Programmed Reading Kit is also undergoing trial. Two projects in the final stages of organisation are concerned with an approach to reading readiness and some predictors of later reading readiness. Surveys and Questionnaires
A survey has been conducted to find the nature and the depth of the predominant interests of children at various grade levels, and to discover the formative experiences and activities underlying these interests. A survey into the use, purposes, and future value of The School Paper has been completed. A report suggesting a number of changes was prepared for the Publications Branch. A study of overseas material and the work being done in some local schools is being undertaken as a means of assessing the place of " non-grading " as a form of organisation to assist teachers in catering for individual differences. A survey of the attitudes of parents and girl pupils towards single-sex and co-educational schools and, to a limited degree, about education and women in society, is nearing completion. In connection with a survey of migrant language problems, a report has been completed on the number of children in each school with parents from non-English-speaking countries. With the object of studying educational ideas and practices alternative to those traditionally in vogue among Victorian secondary schools, an observation study of Maryvale High School is proceeding. The practices at Moreland High School are also being observed and reports prepared. A study is being made of the feasibility of using various methods of evaluating educational environments. A survey has been conducted and a report published on the current use of school halls and gymnasiums, and a questionnaire is being devised to gather information necessary in the design of inner suburban primary schools. Two questionnaires relating to the proposed new English syllabus for Forms I to Ill of technical schools were sent to technical schools late in 1967. The data from these questionnaires are now being processed. On the basis of trials carried out during 1967, the 1349-word Basic Spelling List has been subdivided into a number of levels ranging from the easiest to the most difficult words. An investigation is being carried out on the problems children have when transferring from primary to secondary school. A report is being prepared on a survey which was carried out to determine the effectiveness of the Transfer Form S.E.609A at present in use for pupils transferring from primary to secondary schools. Tests An organised scheme describing a series of computational methods and statistical tests has been compiled. Work on preparation and classification of tests for the test library is being continued.
The Branch continues to co-operate with the Australian Council for Educational Research in the annual primary schools testing program. In November 1967, tests in reading, spelling, grammar and sentence structure, and vocabulary were administered. A report on the Ammons and Ammons Intelligence Tests was completed during 1967 and published in February 1968. An experiment is being conducted to explore the feasibility and reliability of mark-sensing techniques with Grades III and IV children. Information Services
The information section continues to answer many inquiries and to exchange material with interstate and overseas educational authorities on matters affecting the curriculum and educational research. The printed quarterly journal, Curriculum and Research Bulletin, continues to be distributed to all Government schools and teachers' colleges and to many registered schools. Regular information circulars are distributed to district inspectors, teachers' colleges, and secondary and technical schools. Background information is supplied to subject revision committees. Talks are delivered to, and discussions held with, groups of teachers at conferences and seminars and, from time to time, with parents' and citizens' groups. Liaison is maintained with schools conducting experimental work. A highly specialised library of new textbooks, reference books, and periodicals continues to be built up. Current textbooks, equipment, and manuscripts submitted by publishers are evaluated.
79 PHYSICAL EDUCATION
Primary Division The Physical Education Branch now has a staff of 71 women and 86 men ; 33 of these teachers work in country inspectorates, 55 in the metropolitan area, and 9 are employed full-time in high and technical schools. During the period from Easter to the end of October, itinerant members of staff visit schools to advise teachers on the teaching of physical education and to give demonstration lessons. From November to Easter, staff members teach swimming in pools and at bayside beaches. Five divisional advisers are now working in the metropolitan area, and the duties of a senior man living in the Warragul inspectorate have been increased to include supervision of physical education staff in the Traralgon inspectorate and assistance to teachers in the Pakenham inspectorate. Twenty members of staff are attached to the eight primary teachers' colleges to assist permanent lecturers in carrying out programs of physical education. Other staff members are engaged in special activities, including work connected with posture corrective gymnasiums, winter swimming, Somers camp staff, nominated courses, part-time study leave at the three universities, and administration-primary, secondary, and technical. Thirty-six one-day workshops (in-service training classes) were held in the following six inspectorates-Pakenham, Mildura, Horsham, Ballarat, Warragul, and Maryborough. In March 1965, each country inspectorate was offered a series of classes (usually six per inspectorate) and by June 1968 the four-year cycle of such workshops was nearly complete. Class teachers have received great benefit from these in-service classes, but it is felt that every effort should be made to serve each area at least once every two years. The teaching of swimming continues to produce excellent results. The average weekly attendance at swimming classes conducted by members of staff was 77,848. In November and December, this teaching was carried out by 75 members in the metropolitan area and 35 in the country. Again, as in the summer seasons of 1965 and 1966, these staff numbers were insufficient to cater for all metropolitan centres and special visits to country centres not staffed on a regular basis. Consequently some classes were without specialist teachers in December, a very vital period for children learning to swim. With the addition of temporary staff and the intake of 16 new members who had completed their university courses and teacher training, the staffing rose to 88 in the metropolitan area in February 1968. From all classes the following figures were obtained :31,039 learned to swim. 29,450 gained the Herald Learn-to-Swim certificate. 29,416 gained the Junior certificate. 10,258 gained the Senior certificate. 17,265 gained R.L.S.S. awards. At the four posture-corrective gymnasiums, approximately 800 children received courses of instruction designed to correct physical defects. The work is followed up by school medical officers, school nurses, and qualified members of the physical education staff. The annual vacation school was conducted at Coburg Teachers' College during the May vacation and 67 teachers benefited from the theoretical and practical instruction. Of the 16 teachers who joined the staff after completion of their specialist training, six men had proceeded to the University for a two years' extension course after completing a two-year primary teachers' course. There were no primary studentships awarded this year because of the University quota. One student on extension was admitted to the University. Two teachers, one a member of the physical education staff and the other from the Curriculum and Research Branch, were awarded nominated courses in physical education. Secondary Division Staffing The following table indicates the staffing position in the 235 high and 4 girls' secondary schools :Present Staff
D.P.E. and T.T.
D.P.E. (or equivalent)
Partly Trained
Number of Schools Staffed Full-time or Part-time
Number of Schools without Staff
Resignations
Exit Students (Secondary and Technical) 1967
1968
Women
..
219
110
47
62
190
49
32
21
26
Men
..
174
65
17
92
183
56
19
16
18
This year, physical education staff was provided for some new country areas ; but in the established schools, both metropolitan and country areas, the request for additional physical education teachers was not able to be met. It is unfortunate that the growing demand for physical education and form sport as an integral part of the education program has to be curtailed until more staff become available. Teacher Training Plans to begin the proposed 4-year course in physical education at the Monash Secondary Teachers' College in 1969 are now in progress. This will be done with the co-operation of the Monash University during the coming year, and it is envisaged that the Physical Education Department building at the College should be near completion at the beginning of 1970. There will only be an intake of 30 first-year students. Although this will be an addition to the already established course at Melbourne University I Secondary Teachers' College, it will still provide far below the required minimum of 200 staff per year necessary to meet the existing demands.
80 In-servic< Training In January of this year a very successful Australian conference on physical education was held at the University of Melbourne, and much of the valuable information recorded from the meeting of interstate and overseas specialists supplied a good background for discussion during the 1968 seminar for secondary and technical teachers. This seminar was held at Beaurepaire Centre at the University of Melbourne during February of this year, and was attended by approximately 300 men and women from country and metropolitan schools. As most of the teachers of physical education are solely responsible for the development of their subject within their schools, it is desirable that the trained staff be given opportunity to discuss programming and modern developments and that the partly trained staff be given further assistance in improving methods and in broadening the curriculum. Accordingly, special sessions were planned for the curriculum teachers assisting in the teaching of physical education ; and, at an afternoon discussion session for sports masters and sports mistresses, it was stressed that there is a need for a more efficient use of time, with less emphasis placed on the traditional team games and competition and more on the ways in which the greatest number of children could be assisted to develop their individual potentiaL The School Medical Service supplied much valuable information on the needs of the post-primary students and also on the ways in which a program of healthful living may best be developed. Facilities and Equipment Many more Departmental standard school halls have been built, including those at Murrumbeena, Dandenong, Oakleigh, St. Albans, Wangaratta, Ashwood, Bentleigh, Sunshine, Warracknabeal, Pascoe Vale Girls', Warrnambool, Mordialloc-Chelsea, Balwyn, Caulfield, and Norwood. Although these facilities still do not allow full implementation of both boys' and girls' programs, teachers are able to do continuous teaching and to develop new aspects of the subject. Planning is now in progress for a new type of hall-gymnasium, which should allow for still further development. Several physical education wings and gymnasiums have been erected this financial year, and it is also very satisfying to see an increase in the basic physical education equipment given to schools so that the boys' and the girls' planned programs may run concurrently. With excellent co-operation from the School Architects Branch of the Public Works Department and the Furniture and Design Section of the Educational Architecture Research Laboratory, further research on all indoor and outdoor equipment is progressing favorably. Experiments have been conducted on floor-surfacing-a feature so important to physical education. Modern trends in building and physical education facilities have been incorporated into the latest projects, which include the Monash Teachers' College Physical Education Centre, the senior high school, and the courtyard type high schooL Sport
In planning their time-tables, more and more schools have chosen to change from the traditional mass sport to form sport. When taken by the physical education specialist, form sport permits a wide range of activities to be mastered at the child's own rate of progression. It is a teaching period and benefits the less experienced rather than merely the talented few. According to the needs of the child, the program presents a wide variety of group and team games in the junior forms and this allows for individual choice in the middle school years. It also allows for the development of skills and techniques and places emphasis on responsibility, leadership, and sportsmanship. In the senior years the aim is to prepare for the future recreational needs of the individual. Technical Division Staffing and Teacher Training The following table indicates the staffing position m 87 technical schools :Present Staff
Women
Men
..
D.P.E. and T.T.
D.P.E. (or equivalent)
Partly Trained
Number of Schools Staffed Full or Part-time
Number of Schools without Staff
Resignations
Exit Students (Secondary and Technical) 1967
1968
..
32
12
2
18
21
2
3
21
26
..
152
45
13
94
82
5
10
16
18
The present staffing position is comparable with that of 1966-67, i.e. approximately 40 per cent of the physical education teachers are fully trained and 60 per cent are employed as temporary teachers. Staff is provided in 95 per cent of all schools and so the pupils in Forms I, 11, and Ill of thelle schools receive at least two periods per week of physical education. In a large number of schools the program extends to Forms IV and V, and in several schools physical education is taken as a recreative activity in the Diploma year. Buildings and Facilities Gymnasium-halls and physical education wings and gymnasiums provided by the Department have greatly improved physical education opportunities in the schools concerned. Possibly the outstanding example among new buildings is that of Dandenong Technical School, where a fully equipped hall-gymnasium is now available for teaching. It is anticipated also that in the next six months halls will be completed at Aspendale, Fawkner, Noble Park, Ferntree Gully, Williamstown, Sunshine North, and Morwell ; with the consequence that extra trained staff will be necessary to conduct adequately the appropriate physical education programs.
81 VISUAL EDUCATION
Many schools throughout the State are assembling effective collections of audio-visual media and the associated equipment for instructional use. They are following trends in education which are providing for a new and greatly broadened range of learning experiences designed to reach many more learners. The Visual Education Centre has completed twenty-eight years of filmstrip production and has also operated a motion picture film library during twenty-four of those years. Last year it circulated 89,188 films on free loan to schools and recorded 4,080,000 audience viewings. The stock of films increased by 553 to a total of 17,440 prints, and while work in all sections of the Centre is most demanding and the services must be regarded as highly satisfactory, there remains the problem of an increasing number of booking rejections caused by this overwhelming demand. As well as the increasing number of pupils and schools, there is the trend for the curriculum to place more and more emphasis on the use of films. To meet these needs, libraries of films are being established in the provincial centres at Geelong, Bendigo, Ballarat, Wangaratta, Traralgon, Horsham, and Mildura. During the period of this report, teachers attended audio-visual aid workshops held in the metropolitan inspectorates of Carlton, Doncaster, and Camberwell, and in the country inspectorates of South Gippsland (at Foster, Leongatha, Korumburra, and Mirboo North), Wangaratta (at Benalla, Wangaratta, Rutherglen, and Yarrawonga), and Bendigo and Traralgon. Demonstrations and displays of equipment and film screenings were provided at Frankston Teachers' College, Geclong Teachers' College, Burwood Teachers' College, and Mercy Teachers' College and at 30 schools during Education Week. The annual vacation school in visual education was attended by 80 teachers preparing for the Certificate of Competency in Visual Education. During the year, 1,707 teachers received either a full course of training or refresher training on one or more 16-mm. motion picture projectors. The Motion Picture Film Library now lists 2,490 separate titles. The total number of prints of these is 17,440, of which 7,200 are in the Film Circuit Library. The Film Lending Library supplies the needs of 865 borrowing schools, and the number of films distributed totalled 89,188 in the year, or approximately 2,200 per week. With the present staff and establishment, this is about the maximum turnover that can be maintained on strict borrowing schedules for this library. The Film Circuit Library has provided for regular fortnightly and/or monthly visits to 465 schools, with 205 contributory visiting schools. lt supplied 40,895 reels of film in the year. The Filmstrip, Chart, Classroom Picture, and Slide Library continues to provide teachers with useful material of which the value and the popularity are evident from the demand. The numbers of items borrowed were 53,130 filmstrips, 67,215 colored slides, and 2,175 records and tapes. Materials sold outright to schools included 56,500 charts, 8,200 filmstrips, and 3,915 color slide sets. The Production Section has been responsible for the production of several more charts, classroom pictures, colored slides, and filmstrips. Scriptin~ staff for this year included three teachers seconded from the secondary service and four primary teachers. Twenty-two new charts and fourteen new filmstrips were produced. The Photographic Section produced 3,027 photographic enlargements, 34 black-and-white negatives for filmstrips, 3 color filmstrips, and 306 litho negatives. In addition, many requests for photographs not associated with production but required by other branches of the Department were fulfilled. Included in these requests were photographs for the display at the Physical Education Conference, a display for the Apprenticeship Commission, the display of Christmas toys for Legacy, and illustrations for the architects planning the new high schools. A major project was the production of the motion picture film, " Each One Is Different". As indicated last year, the Centre's small technical staff continued to experience difficulty in meeting the increasing number of requests from schools for equipment maintenance. During the year, 253 projectors were serviced at a cost of $2,745.
LIBRARY SERVICES Central Libraries The number of schools with organised central libraries increased by 38 in the year under review. This number included 6 new high schools, 4 new technical schools, 8 new primary schools, 18 primary schools building libraries under special subsidy, and 2 primary schools at which decreased enrolment freed classrooms for use as libraries. The number of Departmental schools with central libraries is now 655, comprising 233 secondary schools, 93 technical schools, and 329 primary schools. Staff in these libraries consists of 450 people employed part-time on library work. Approximately 448,000 books were added to the stocks of central libraries this year at a cost of approximately $664,000. Library Subsidies and Grants The basis of the library subsidy for schools was changed from a sliding scale based on enrolments to a per capita subsidy of 60 cents per child in post-primary schools and 40 cents per child in primary schools. The amount paid in library subsidies was $284,050 and in library grants $99,247 ; a total of $383,297. Services to Schools The initial organisation of newly established libraries in 34 schools was carried out. Cataloguing assistance was given to an additional 17 schools with established central libraries or without central libraries. A number of publications were produced as aids to teacher-librarians in library organisation. A limited form of central cataloguing continued. There is an urgent need for the introduction of full-scale central cataloguing. 8854/69-6
82 Library Training Thirty-one teachers graduated from the course for the Trained Teacher-Librarian's Certificate in 1967. Of these teachers 4 were appointed to secondary schools and 27 to primary schools. Twenty-eight teachers are undertaking the course for 1968. A new course of four years' duration for the training of librarians for secondary and technical schools commenced in 1968. Two hundred teachers attended library vacation schools in 1967-68 as the first step towards gaining the Certificate of Competency in School Library Work. Courses for the in-service training of secondary and technical librarians were held for some 50 teachers. PUBLICATIONS BRANCH
Staffing
The movement toward the establishment of a core of professional officers was advanced by the appointment of Mr. G. K. Smith as Sub-editor (Publications Officer) and the advertising of another position for a Publications Officer. These positions should provide more stability in the Branch and enable more forward planning of publications. Lines of Communication The creation of more professional positions plus the appointment of a Director of Special Services are regarded in this Branch as very important steps toward greater efficiency in the Branch itself and greater opportunities to serve the Department as a whole. Lack of adequate communication within the Department and between the Department and the community have been seen as serious blocks to the proper functioning of the various services. Special Committees The Editor has continued to serve on the following Departmental committees : Curriculum Revision, Spelling, Primary English, Education Week (General and Leaflet and Publicity), Regulations, Public Relations Advisory, Your Child's Next School, and Teacher Recruitment. All of these committees have made good progress except the Public Relations Advisory Committee, for which no funds have yet been provided. There are two unfortunate consequences of this : Communication within the Department and between the Department and the community are hampered, and public relations activities for which the Publications Branch is not properly equipped are being attempted in an effort to meet requests. Publications Periodical publications for the year consisted as usual of The School Paper (three levels and 33 issues), the Education Gazette (22 issues), The Educational Magazine (11 issues), and the Curriculum and Research Bulletin (4 issues). Cabinet has approved of the cessation of The School Paper for Forms I and 11 as from December 1968 and of the production of a new bi-monthly journal of 32 pages for junior secondary students. The Educational Magazine continues to be well received by teachers and in teachers' colleges. In the period under review the following occasional publications were completed and seen through the press :-Spelling Booklets ; Teaching Recruitment Booklet ; Art and Craft Course (Primary) ; Art and Craft Curriculum Guide ; Textbooks Recommended for Secondary Schools ; Careers for Boys and Girls ; Canteen Cleanliness Cards ; Science Apparatus Guide Sheets ; Annual Report ; Selected Book List (Primary) ; Your Child's Next School; Curriculum Guide : Applied Number Sections A, B, and C ; Teachers Tribunal Regulations ; Education Week Leaflet. Publications Time-tables With the co-operation of the Government Printer, the times set for various publications have in most cases been kept to very well. One important publication that is normally very late, and which loses a great deal of its value because of its lateness, is the Report of the Minister of Education. HOMECRAFTS BRANCH (PRIMARY)
One of the responsibilities of this Branch is the training of teachers of homecrafts for special and consolidated schools. The course of training is of one year's duration, and is organised by the Supervisor of Homecrafts in consultation with the Principal of the Emily McPherson College of Domestic Economy, in whose college the major studies are undertaken ; and with the Principal of the Melbourne Teachers' College, to which college the trainees are officially attached. It is proposed that in 1969 the homecrafts group should participate in studies related to the psychology of the handicapped child. These would be along the lines of the course undertaken at Melbourne Teachers' College for the Trained Special Teacher's Certificate. In addition to providing a valuable section of the course, it is anticipated that this will strengthen the ties with the college from which the homecrafts students graduate. The main subjects of the course for the Trained Homecrafts Teacher's Certificate are drawn from the following areas of subject-matter : Foods and nutrition, including selection, preparation, and service of meals ; clothing design and construction ; establishment and maintenance of the home ; psychology of the handicapped child ; employment opportunities and pre-employment training for handicapped youth ; and the role of women today. The 1968 homecrafts group has consisted of two Victorian Education Department applicants for extended studentships for the Trained Homecrafts Teacher's Certificate course, one Churchill Scholarship winner from the Territory of Papua and New Guinea, and three nominees from the Welfare Branch, Northern Territory Administration, who had obtained their primary teaching qualifications in other States. Although the original demand was for teachers of homecrafts in consolidated schools, in more recent years the number of special schools with homecrafts facilities has increased, and the consolidated school numbers have dwindled.
83 At the end of June 1968, there were twelve consolidated schools with home economics programs based on the V.U.S.E.B. course of study for secondary schools. Homecrafts subjects were taught in ten schools for mentally handicapped children, and in six schools for physically handicapped children. In addition to the training of homecrafts teachers, to the staffing and maintaining of established centres, and to the planning and preparation for the equipping of new homecrafts centres, the Supervisor of Homecrafts, in conjuction with the Supervisor of Art and Craft, has undertaken over the past years the development of the Threads and Textiles area of the primary art and craft course. There was active participation in the preparation of a series of televised programs, one of which was devoted to Threads and Textiles. These programs were used in October 1967 to introduce the revised course in art and craft to Victorian primary school teachers. In-service training is organised for two groups of teachers. For homecrafts teachers in consolidated schools and in special schools there have been two two-day conferences in past years for art and craft. For classroom teachers there is a year-long program of developments in the Threads and Textiles area. This section is planned and prepared by a small group of art and craft teachers who are attached to the Homecrafts office staff, and who participate with art and craft office staff members in one-week country and metropolitan workshops and in vacation schools and other teacher education programs.
OTHER SERVICES Speech Therapy Speech therapy services for school pupils increased during the year, but the needs continued to exceed the services that could be provided. A new centre was opened at Glenroy, and the Department's eleven centres are now staffed by twenty-three speech therapists. Another ten teachers are undertaking training for the Diploma of Speech Therapy. A total of 3,541 pupils from State and registered schools visited the centres. As at 30th June 1968, I ,376 children were under treatment, 523 were on temporary discharge, and I ,248 had been discharged. Of the I, 114 pupils examined at School Medical Services with a view to treatment, 93 · 5 per cent were primary school children and 6 · 5 per cent came from secondary and technical schools. Of these l, 114 children, 63 · 2 per cent were referred by members of the Staff Therapy Staff, 31 · 8 per cent by school medical officers, and 5 per cent by other agencies. The increasing number of requests from schools and parents for assistance from speech therapists indicates the growing awareness of the educational value of the work of the Branch, and of its importance in emotional and social adjustment. The retention of experienced members of staff, the recruitment of more teachers to undertake the necessary specialist training, and the provision of more adequate accommodation are urgently needed to meet the demands for expansion of the speech therapy services. School Forestry Highlights of the year's activities for school forestry were the planting of 154,553 trees ; a net return of $53,873.48 from the year's harvesting operations ; a survey to discover the whereabouts and the feeding habits of koalas (carried out in conjunction with the Native Fauna Conservation Society and the Department of Fisheries and Wildlife) ; and the conduct of more than 100 classes and excursions to foster interest in the flora and fauna of the State. The return from the harvesting operations is higher than normal because of the clear falling of some favorably situated plantations. The activities of the Silvicultural and General Maintenance Section in assisting schools with the establishment and care of plantations were continued as usuaL The Flora and Fauna Section continued to promote conservation by establishing, inspecting, and advising on native plant sanctuaries at schools ; and by conducting excursions and classes for children at these sanctuaries, at the Royal Botanic Gardens, and in conjunction with the Natural Resources Conservation League. This section also helped the Native Plants Preservation Society in the preparation of a booklet designed to foster an interest in native flora and supplied the Curriculum and Research Branch with suggested material for the new science course. Another contribution to conservation education was the preparation for the Australian Broadcasting Commission of the script "Our Australian Bush", which was broadcast on the 8th of July 1968. At the 30th of June 1968 the number of school plantations was 609 ; the number of participating schools, 669 ; and the total acreage of the plantations, 5,518 acres. Young Farmers' Clubs There are now 54 registered young farmers' clubs operating in State schools, one club having been disbanded during the year. All clubs are in primary schools. Most of the clubs are reasonably effective in operation, but some suspended their operations over the prolonged drought period. Animal husbandry and vegetable growing are the principal activities undertaken. Welfare Accommodation problems have been apparent during the past twelve months, mostly in the Larger country towns such as Colac, Benalla, and Shepparton and in a few of the much smaller towns. They have been due mainly to moves of secondary and technical teachers and have been overcome to a great degree by the purchase of additional residences and through the use of Housing Commission units. In many smaller towns, teachers have been successful in locating private houses for rent, while it is becoming increasingly apparent that more teachers are buying and building their own homes in the larger country centres.
84 Teachers currently occupy 275 Housing Commission units in rural centres and 34 units in urban locations ; unfortunately, the limits of the agreement whereby the Housing Commission will provide upwards of 40 additional units per annum have not been reached this year. A gross increase of 29 units has occurred, but as 28 units were returned to the Housing Commission in the period the net gain was one house. This situation has been particularly unfortunate in a number of the smaller towns, where private houses are at a premium. The State Electricity Commission released more houses than in previous years to teacher-tenants in the Yallourn area, and this has permitted a larger number of teachers to live closer to their schools. The building of three flats by the Heywood High School Advisory Council under a co-operative scheme was an innovation during the year. A degree of interest in this matter has already been displayed by a number of other schools. A system has been evolved whereby most country schools of Class ll status and above are now visited at least bi-annually. Smaller schools are visited as the cases warrant, and more frequent visits are made to schools with particular problems. These visits are used to make contact with individual members of staffs and members of parent-teacher organisations so that numerous teachers' problems, other than those relating to accommodation, are considered. School Camps
To meet a rapidly growing interest in camping at primary, secondary, and technical levels of education, the Education Department established a School Camps Committee in December 1967. Composed of senior administrative officers from each of the three divisions and representatives from the Physical Education Branch, Somers Camp, Teacher Education, and practising teachers, the Committee has now been placed under the chairmanship of the Director of Special Services. ·It is generally known that the Education Department inaugurated a camp for primary pupils at Somers in 1958 and that many thousands of primary pupils have derived great benefit from this highly successful venture into camping. In 1968 another milestone was passed with the purchase of a site and basic buildings from the State Electricity Commission. Situated at Bogong, the new site will be developed as a school camp to serve secondary and technical students. Scheduled to commence later in 1969, the Bogong School Camp will aim at providing not only the social values arising from communal living and the formal environmental studies which are applicable to Bogong and the surrounding areas, but also an appropriate setting for adventure experiences. In due course, schools will be invited to submit applications for an allocation of a period at the camp.
STATISTICAL INFORMATION INDEX TO TABLES The tables in this report are numbered according to a decimal system as set out below. -
Item
Subject
Victorian System
School
Primary Secondary Technical
Primary Schools
Secondary Schools
Technical Schools
Sub-totals Including Registered Schools
·00
·01
·02
·03
•07
The School System in Victoria
..
1·1
Secondary Education in Victoria
..
1·2
Schools
..
Types, Classes, Numbers, Enrolments
2·10 2·20
Students
..
Average, Gross, and Net Enrolments
.. .. .... .. .. ..
Census Enrolments
..
Compulsory Attendance .. Senior Technical Enrolments
.. .. .. .. .. .. ....
Teachers
..
Number of Teachers Employed .. Qualifications ..
Finance
..
.. Vote Expenditure Summary .. .. .. Administration Co-ordinate Activities Instruction Operation of School Plant .. Maintenance of School Plant Auxiliary Costs .. .. Fixed Charges .. .. Capital Expenditure .. .. .. Revenue ..
.. .. .. .. .. ..
Numbers and Types .. Children
.. ..
.. ..
..
..
..
..
Registered Schools
I Teachers
..
.. ..
..
•
.. ..
.. .. .. 3·21
.. .. .. ..
.. ..
4·11 4·31
5·01 5·0 5 ·1 5·2 5·3 5·4 5·5 5·6 5·7 5·8 5·9
....
7·2 7·3 7·31 7·32 7·4
.. .. .. .. ..
.. .. .. .. .. .. ..
..
..
.. ..
....
..
.. ..
4·12 4·32
..
.. .. .. ..
..
.. ..
·229
..
.. .. .. .. .. .. .. .. .. ..
.. .. .. ....
3 ·131 3 ·132 3·133
.. 3
.. .. ..
.. ..
..
..
3·77 18
!3
.. .. ..
4·13 4·33
..
.. ..
.. .. .. ..
5·03
.. ..
.. .. ..
.. .. .. ..
.. .... ..
.. .. .. ..
.. .. .. .. .. ..
.. ..
85
SCHOOLS IN VICTORIA (To be read in conjunction with the diagram, The School System of Victoria-Table 1·1) Schools are divided into three divisions, namely, Primary, Secondary, and Technical. small number of schools provide instruction in curricula of more than one division.
A
Primary Schools.-Primary schools are those that provide instruction in the primary course of education. A training school is a primary school at which primary students in training gain their teaching practice. Schools are classified according to the classification of the head master. may be appointed to schools in accordance with the following scale:-
Head masters
Net Pupil Enrolment
Classification
Training School
Non-training School
Special
500 or more
500 or more
Class I
260-499
260-499
11
95-259
95-259
Ill
Less than 95
20- 95
IV
Less than 20
Higher Elementary Schools.-These are schools that have permanently organised primary and secondary grades under a primary head master. Central Schools and Classes.-These are schools that have permanently organised primary and secondary grades under a primary head master. The first two years of the secondary course of education are provided. Most pupils then proceed to Form III in a high school or girls' secondary school. Consolidated and Group Schools.-These are schools, located in the country, that have permanently organised primary and post-primary classes under a primary head master. High Schools.-These are schools that provide a secondary course of education. Girls' Secondary Schools.-These are schools that provide a course of secondary education over a period of five years. Some schools provide courses leading to Intermediate and Leaving standards prescribed by the Victorian Universities and Schools Examinations Board, but, in most cases, courses are prescribed by the Department and lead to equivalent standards. Secondary schools are also dassified on the basis of the classification of the head of the school. Head masters and head mistresses may be appointed to secondary schools in accordance with the following scale :-
Classification
Special Class I
Net Pupil Enrolment
Metropolitan area : at least 450 Country area : at least 400 Metropolitan area: less than 450 Country area: less than 400
--~·-·····--------------
Technical Schools and Colleges.-Technical schools and colleges provide a non-language secondary course over five years in the junior section of the schooL Practical work is an essential feature of this course. In the senior section fu11-time and part-time day and part-time evening courses in the various branches of engineering, trade, commerce, and industry are provided. Technical schools also provide trade courses for the technical training of apprentices. In the diagram the lines represent the avenues through which the majority of students currently proceed from secondary to post-secondary or tertiary education.
r-----------------------------------------------------------------------------------------------------------------------------~1
THE SCHOOL SYSTEM OF VICTORIA
TABLE 1.1 PRE-SCHOOL>
<
PRIMARY
X
(GRADES)
>
SECONDARY
(FORMS)
SECONDARY
SCHOOLS UNIVERSITY
11
I Ill
ll
POST -PRIMARY
3 I 4
2
5
I 6
11
t
I Ill
0'1
AGRICULTURE 11
I Ill
TECHNICAL
I.
AGE:
5
6
7
8
9
10
11
12
13
14
00
15
16
17
18
87
TABLE 1.2
SECONDARY EDUCATION IN VICTORIA
SECONDARY HIGH SCHOOLS
p R I M
A R y
TECHNICAL
STANDARDS
1.
VICTORIA~ UNIVERSITIES AND
EXAMINATIONS BOARDINTERMEDIATE LEAVING MATRICULATION
_A
• •
SCHOOLS
2.
EDUCATION DEPARTMENTPROFICIENCY JUNIOR TECHNICAL
t
CD
INTERMEDIATE-
Girls' Secondary Consolidated Technical
fl
&
Lh
LEAVING-
Girls' Secondary Technical
0
[!]
88
Table 2 ·10-Number of Schools in Operation at 1st August 1967 Classification of Schools and Enrolments Type of School and Classification
Number of Schools
Census Enrolment• (Senior technical enrolment excluded.)
PRIMARYt-
SpeciaJ Class Class I Class 11 Class HI Class IV Correspondence
150,040 114,724 46,018 28,588 6,088 501
225 285 257 688 466 1
345,959
1,922
Schools Included in the Above ClassificationSpecial* Group Consolidated .. Central (Secondary) Central (Post-primary) Central Gasses Higher Elementary Correspondence
40 4 28 13 3 3 8 1
77 755 350
1,182 347,141
1,922
Total Primary SECOI'