education report minister of education - Parliament of Victoria [PDF]

1967-68 VICTORIA

EDUCATION

REPORT OF THE

MINISTER OF EDUCATION FOR

THE YEAR 1965-66

[A:p:pro:mmat< Cost of Paper.-Preparatlon, no; glven.

Printing (225 copies), $2195. 00.]

By Authority: A. C. BROOKS, GOVERNMENT PRINTER, MELBOURNE.

No. 31.-[80 cents.]-10279 /67.

CONTENTS MINISTER'S REPORT FOR THE YEAR 1965-66 PAGE

Report of the Minister of Education

5

Report on Primary Education

18

Report on Secondary Education ..

28

Report on Technical Education

50

Statistical Information

60

Report of the Minister of Education

Education Department, Melbourne, 3002, 20th November, 1967. I have the honour to submit the Report of the Minister of Education for the financial year 1965-66. The report covers a period antecedent to my appointment as Minister of Education. It refers to the penultimate year of office of my predecessor, The Hon. John Bloomfield, now Sir John Bloomfield, who held the portfolio with untiring devotion to duty for the longest unbroken period of service as Minister. In my next report, which includes the period of his retirement from office, I shall say more concerning the achievements of his complete period of office. For the comments that follow I must rely on my observations from outside the Department, on the study that I have made of problems since taking up office, and on the sectional reports that follow. Twenty years after the conclusion of World War II, primary, secondary, and technical school enrolments continue to expand rapidly, maintaining heavy pressures on our State resources in personnel and facilities. The building of new primary, secondary, and technical schools and the extension of existing schools have maintained the heavy pressure of previous years on loan funds, and the proportion of total expenditure given to education has also continued to increase. The prospects of improvement in the general staffing position resulting from successful recruitment into teachers' colleges have made it possible to increase the manpower and the effectiveness of special services such as curriculum and research, psychology and guidance, and the education of handicapped children, and to give increased opportunity for teachers to be granted leave to teach and study abroad and also to undertake advanced studies in Victorian universities and institutes of technology. Revision of the primary school curriculum continues, with special emphasis on content and methods designed to cater for individual differences and promote individual development. In secondary schools the somewhat revolutionary changes in mathematics and science courses have been successfully introduced. New courses in business education and electronic data processing at senior technical level have won widespread favourable comment. New methods of teaching and learning are being tested and used, and school planning is taking these into account. Secondary school planning in the financial year, working on a new courtyard plan, made special provision for team teaching. The planning of two teachers' colleges included provision for training primary and secondary teachers in the use of television techniques. Television is also to be used in the training of teachers ; and the Australian Broadcasting Commission, in collaboration with the Education Department, has arranged highquality television teaching programs throughout the school day. Victoria can reasonably claim to be among the leaders in technical education, not only in Australia but in the western world. The financial year under consideration has been a year of expansion and preparation for change rather than change in the technical field itself; but there is cause for much satisfaction in the increasing interest being shown by students, governments, and the community in the advancement of technical education. The co-operation of the Commonwealth Government in providing funds for the development of senior technical and advanced education, as well as for science laboratories, is greatly appreciated. The appointment of Dr. Law, a man distinguished in education, science, and especially in Antarctic studies, to direct the development of the Victoria Institute of Colleges is a most important step in the evolution of tertiary education in the State. The La Trobe University has been successfully launched, and, as well as expanding the State's university facilities, gives prospect of diversity.

6

RECRUITMENT AND TRAINING OF TEACHERS Recruitment A regrettable aspect of the year has been the continued ill health of the Recruitment Officer, Mr. C. G. MacKenzie, who, after almost a year, is still unable to resume duty. As an interim measure, Mr. A. J. Wilson has been appointed to undertake his duties. The overall results for the year are satisfactory. More primary studentships were awarded in order to build up the reserve necessary to offset the possible introduction of a three-year course, and, as more buildings become available, to improve staffing in primary schools. Secondary degree awards show an increase of 160 over the previous year, easily the best overall result yet achieved. Much less satisfactory, however, is the decline in awards in the fields of mathematics and science and physical education. Fifteen students to whom offers were made were not included in the university quota for physical education and the intake of forty-one is insufficient for present needs. Set out in the table below are the figures for the last two years in the various categories. Of the 399 students who declined offers of degree courses, 207 were awarded Commonwealth scholarships and 45 returned to school. It can reasonably be assumed that few of the remainder will again apply for teacher training. All successful applicants for the arts and crafts course had passed the Matriculation examination, including art, and 48 of the 78 students accepted for the domestic arts course had also passed the Matriculation examination. The intake of students for both of these courses was sufficient for anticipated immediate staffing requirements. The supply of technical trainees is also regarded as generally satisfactory, but it is important that the number of these students should increase steadily during the next few years. All successful applicants for primary studentships had completed their sixth year of secondary study and 68 per cent had passed the Matriculation examination. Of the 423 who declined primary studentships, 114 returned to school and 145 accepted alternative employment. As in the secondary field, the situation in primary physical education is causing concern. Eight students having been excluded from the quota, only ten awards were made. Under existing conditions, the supply of trained teachers in primary schools is satisfactory, as indicated by the fact that over 800 are teaching in secondary and technical schools. It is, however, becoming apparent that, in future, the Primary Schools Division will require the services of all students trained for primary schools. Fifty primary teachers are also undertaking part-time courses. There is no dearth of applicants for bursaries, except technical bursaries, as is indicated in the table below. Only fifty-eight of the 1,090 students to whom offers of Leaving bursaries were made decided against acceptance, and fewer still (thirty-seven) declined the offer of Matriculation bursaries. Four hundred and thirty-two of the Leaving bursary applicants won Commonwealth scholarships. Every effort was made to ensure that the need for teachers and the conditions of service were widely publicized. Of the 192 State high schools with senior forms, all but 13 were visited. In general, the Matriculation students and interested students in Forms IV and V were addressed. All interested students were then given personal advice on special problems and on suitable study courses. Potential applicants for bursaries were also interviewed, as were applicants for primary studentships in 46 schools. To ensure the selection of the most suitable applicants, those seeking secondary awards were interviewed by panels consisting of members of the Board of Secondary Inspectors and lecturers from the Secondary Teachers' College. Technical inspectors and lecturers were similarly involved in the choice of technical applicants. In the primary field, panels consisting of district inspectors, teachers' college lecturers, head teachers, and infant mistresses interviewed approximately 9,000 primary applicants in the metropolitan area and at some 27 country centres. The task of selection involved 3,000 students hip winners and was completed much earlier than in previous years. All appeals against non-selection received consideration. The following table shows the number of applicants and awards for studentships and bursaries for 1965-66 as compared with those of the previous years. APPLICATIONS AND AWARDS 1964-65

StudentshipsPrimary .. .. Primary Physical Education

.. ..

TOTAL PRIMARY

....

.. University Domestic Arts Art and Crafts .. T.S.T.C. Physical Education

.. ..

.. .. .. ..

TOTAL SECONDARY

.. Technical Trade Instructorships

.. ..

.. ..

TOTAL TECHNICAL

BursariesLeaving Matriculation Technical

.. .. ..

..

.. ..

.. .. ..

TOTAL BURSARIES

I

1965-66

Applications

Net Awards

..

2,969 28

1,486 10

2,647 43

1,674 10

.. .. .. ..

2,997

1,496

2,690

1,684

..

2,763 190 320 254

924 82 98 47

2,811 175 263 304

1,084 78 97 41

..

3,527

1,151

3,553

1,300

.. .. ..

410

215 110

534 300

215

283 693

325

834

360

..

.. ..

3,361 2,961 326

906 753 93

3,423 2,522 549

1,032 959 18

..

6,648

..

'

1,752

I

Net Awards

App]ications

6,494

145

I

2,009

7 Training At the commencement of 1966 the number of students in training was :3,815 Primary 3,838 Secondary 1,109 Technical 8,762 TOTAL The total number of students in training in 1960 was 5,883 and in 1963 the total was 7,224. It is also of interest to note the number of members of the Teaching Service engaged in the training of their younger colleagues. It is estimated that this important work is shared by some 700 members of teachers' college staffs and by 6,000 teachers in training schools or in schools where individual teachers are approved for the supervision of students in training. Although this task is an exacting and a responsible one, it is believed that teachers accept, as a professional obligation, the role of training the young men and women who are entering the service of the Education Department.

The principles and the procedures of teacher training are constantly being assessed ; only in this way, it is believed, can training be maintained at a high level. Courses require revision to ensure that they are relevant and satisfactory ; the proper use of school experience as an element of training has not yet been resolved, therefore experiments in this field require support and critical evaluation. In the year under review a special committee has completed the revision of the course of training for secondary teachers of art and crafts, and it is hoped to implement the course as soon as adequate facilities are available. The revision of the courses of training at the Secondary Teachers' College and the Monash Teachers' College for secondary teachers of general subjects is also proceeding. The present intention is that these courses and, in the near future, all courses for secondary teachers will be of at least four years' duration. A committee is also being established to examine the training program for primary teachers, and it is expected that the report of this committee will be available in 1967. The increase in the number of teachers in training and the development of new or revised courses are making heavy demands on accommodation and facilities in teachers ' colleges. No progress in the building program can be reported for the year 1965-1966, except that a start will soon be made on a new block at the Toorak Teachers' College ; when this is completed in 1967 the capacity of this college will be increased to about 800 students and conditions will be greatly improved. Essential extensions are required at all other teachers' colleges, but these cannot be commenced until funds are available. Library resources and the provision of modern equipment are gradually being improved in colleges, but the rate of development is retarded by the absence of sufficient funds. Nevertheless, excellent use is being made of the available facilities, and modern methods of teaching are being presented to all students in all types of colleges.

BUILDINGS AND

GROUNDS

The supply of classroom accommodation to meet the needs of the growing school population has been maintained at the high level of previous years. Altogether 925 classrooms were erected, togetter with many ancillary rooms such as offices, staff-rooms, store-rooms, and rest-rooms. Classrooms erected numbered 448 for primary schools, 247 for secondary schools, and 125 for technical schools, as well as 105 portable classrooms for use where required. Primary Sixteen new primary schools were established during the year, two former schools were re-opened, and eight small schools were closed because of insufficient attendance. Buildings ranging in size from six to eighteen classrooms were provided for newly established schools at Ballarat, Belvedere Park, Burwood Heights, Hamilton, Karingal, Manningham, Monterey, Mount View, Oakwood Park, Pembroke, Ringwood Heights, Southvale, Viewbank, Warrnambool West, and Watsonia Heights. A newly established school at Mount Buller is conducted in rented premises. New buildings were provided for Dallas North and Yarram. Sub-standard buildings were replaced by new buildings at Buckley, Carrajung South, Cheshunt South, Connewarre, Dugay's Bridge, Edi Upper, Elaine, Gerangamete, Glenmaggie, Goschen, Greta, Irrewillipe, Koroop, Quantong, Ruffy, Taggerty, Tallygaroopna, Toolondo, Toongabbie, Tyntynder South, and Welton. Buildings were provided at Banyena and Katyil, where schools had been conducted in rented premises. Buildings destroyed by fire at Camperdown, Iraak, and Toolern Vale were replaced by new buildings. Additions of three classrooms were provided at East Loddon Consolidated, Lalor, Nhill, Shepparton East, and Springvale North. The erection of four or more classrooms was completed at Bellaire, Bonbeach, Cheltenham North, Dandenong South, Doncaster, Fawkner North, Glen Waverley, Gowrie Park, Heatherdale, Longwarry, Newcomb, Norlane West, North Park, Overport, Pinewood, Rosanna Golf Links, St. Kilda, Sandringham East, Stawell West, Templestowe, Timboon Consolidated, Traralgon, and Warrawong. Eight additional classrooms were erected at Leongatha on the main school site to replace the building on the old school site. One or two classrooms were added at 88 other primary schools throughout the State.

8 Secondary New high schools were established at Donvale, Heatherhill, Hurstbridge, Maryvale (formerly known as Morwell East), Monterey, Moorleigh, North Geelong, and Upfield. The Ballarat, Bendigo, Dandenong, Flemington, Footscray, Malvern, Matthew Flinders, Pascoe Vale, Shepparton, and Williamstown Girls' Secondary Schools were reclassified as girls' high schools. First and second sections of new buildings were completed at Koonung and Preston East. The second section was completed at Bairnsdale and third sections were completed at Banyule, Bayswater, Buckley Park, Hadfield, Moorabbin, and Vermont. Part of the new Flemington High School was occupied. Additional classrooms were erected at high schools throughout the State as follows :-Eight each at Leongatha and Yallourn ; seven at Geelong and Traralgon ; six at Pascoe Vale Girls' ; five at Mildura, Shepparton, and Dandenong Girls' ; four at Braybrook, Doveton, Lakeside, and Noble Park ; three at University High School; two at Birchip, Edenhope, and Horsham; and one at Rainbow. The additions at Leongatha, Yallourn, Geelong, Mildura, and University High Schools included, at each school, the erection of two science rooms and at Pascoe Vale and Dandenong Girls' High Schools, one science room, with funds made available by the Commonwealth Government. In addition, four science rooms were erected at Kerang and Mordialloc-Chelsea High Schools and two at McKinnon, Macleod, Morwell, Murrumbeena, Wangaratta, Waverley, and Mentone Girls' High Schools, also with funds from the Commonwealth Government. A library block was erected at Melbourne High School. The first stage of the new Monash Secondary Teachers' College comprising lecture rooms, library, assembly hall, administrative block, and cafeteria was completed. Technical New technical schools established were Knox, Northcote, and Shepparton South. A complete new building was provided at Mitcham, and second and third sections were erected at Benalla, Broadmeadows, and St. Albans. Fifth-form extensions were provided at Altona North, Aspendale, and Tottenham, and Fifth-form extensions and a trade annex were erected at Watsonia. Commonwealth Government assistance covered the cost of one science room each at Altona North, Aspendale, and W atsonia, two science rooms at Tottenham, a new trades block at .Preston, and fifteen classrooms at the Melbourne School of Printing and Graphic Arts. During the year, 105 portable classrooms were constructed and 148 transfers between schools took place to provide temporary accommodation. Portable classrooms now in use number 418. Further progress was made with the scheme to replace army huts with permanent classrooms. Subsidized Projects Financial assistance was granted to forty-seven schools to enable them to arrange for the erection of special buildings. Libraries were erected at Ashwood, Banyule, Burwood East, Coatesville, Dandenong North, Eastmoor, East Oakleigh, Greythorn, Parktone, Reservoir West, Syndal, and Warrawong. Craft rooms were erected at Bennettswood, Bentleigh East, Heathmont, Newlands, St. Arnaud, and Warragul North. Assembly halls were erected at Hampton, Highett, and University High Schools and a gymnasium was built at Essendon High School. Canteens were erected at eleven primary schools and at five high schools. Shelter pavilions were converted to change rooms at three high schools and a sports pavilion was provided at one school. In the Technical Schools Division, assembly halls were erected at Geelong West and Oakleigh, canteens at Geelong East and Sebastopol, and a shower pavilion at Fawkner. In addition, financial assistance was given to enable site development schemes to be carried out at a large number of primary, secondary, and technical schools. Lands and Properties Thirty-four new sites were purchased at a cost of $1,511,706, and an amount of $655,278.29 was Street construction charges totalled spent on the acquisition of extensions to forty existing sites. $66,805. 17. The total expenditure on the purchase of lands and buildings, including residences, was $2,526,569. 46.

Residences.-Twenty-six residences were purchased and six were erected during the year. Twenty-nine of these were for teachers and three for caretakers. In addition, extensions were carried out to the women teachers' flats at Kaniva and Lake Bolac. Sewerage installations and hot-water services were provided at a large number of residences. Sewerage.-A further 115 contracts for septic sewerage were arranged under the scheme to provide sewerage at schools throughout the State. The expenditure on these sewerage installations for the year totalled $327,060. The scheme to provide sewerage is now almost completed. Fencing.-Contracts were arranged by the Public Works Department, advisory councils, and school committees for the erection of party and non-party fencing at numerous schools.

9 Summary of Expenditure The total expenditure on school buildings and land for the year was $26,487,584. The following table gives a summary of the expenditure :I

-

Public Works Department

l

$

Capital Expenditure Maintenance Total

..

Education Department

$

Total

$

19,253,852

2,256,000

21,509,852

..

..

..

..

3,470,201

1,507,531

4,977,732

..

..

..

..

22,724,053*

3,763,531

26,487,584

• Includes an amount of $2A03,303, representing an on-cost charge to cover costs associated with design, supervision, and administration in the Public Works Department.

SPECIAL EDUCATION SERVICES Curriculum and Research Branch Staff Total staff now consists of four professional officers, twenty-two full-time assistants, twenty-two part-time assistants, and a shorthand typist. Of the twenty-two full-time assistants, ten are engaged on in-service training in primary mathematics. A staff of this size places some strain on the accommodation available at the State Offices Annexe. CURRICULUM DEVELOPMENT

Primary Mathematics In-service Training.·-In-servi.ce training to assist in the implementation of the revised mathematics course reached 5,160 teachers in the metropolitan area and a like number in country areas. This has been achieved through seventeen country conferences and 154 metropolitan workshops. In addition in-service training personnel have visited many schools and assisted many teachers both in association with trial classes and independently. Curriculum Revision.-An advanced stage has been reached in the preparation of the revised course, and it is proposed that a developmental edition of the Primary Mathematics Course, Sections A-1, will be ready for publication before the end of 1966. Guide material to assist teachers in the development of the revised course has been prepared for Section F. Much has been done towards the preparation of the guide to Section G. Assistance has been provided in the preparation of the Individual Mathematics Program. During the period, the Australian Broadcasting Commission has prepared a series of telecasts in primary mathematics. This branch has been involved both in the committee stage and in the preparation of script materiaL

Secondary Mathematics In-service Training.-(a) Circulars of information were prepared for teachers in all secondary and technical State and non-State schools. (b) Discussion Groups : A two-day conference was held for briefing of 40 country teachers to act as group discussion leaders. Subsequently 40 country centres were set up and approximately 400 teachers of Form I were able to benefit from discussions held regularly at these centres. (c) Conferences organized by the branch were : (i) A two-day conference in December 1965, which was held simultaneously at the University of Melbourne and Monash University and was directed mainly at Form II courses. (ii) A one-day conference on Form II Mathematics at 19 metropolitan and 22 country centres in June 1966. Representatives from staffs of all State and non-State schools attended the discussion groups. Other Relevant Matters.-These were : (a) Consultation with the Australian Broadcasting Commission on TV telecast lessons to Forms l, II, and V ; and (b) Assessment of the value of programmed learning for children withdrawn from ordinary classroom activities. Art and Craft Towards the end of 1965 the proposed primary art and craft course was approved for trial in fifteen schools during the first two terms of 1966. Science The revision committee referred to in last year's report has made a good deal of progress in drawing up a primary science course. The co~rse is ~ainly. concer_ned not with factual details but with scientific skills, attitudes, and knowledge that 1s orgaruzed mto wtdely useful concepts. The chief work on the secondary side has been in evaluating science books, assisting teachers on request, and serving as part of a committee in the evaluation of the Senior Secondary Science Project.

10 English Reading.-Work has commenced on the preparation of sequential reading schemes for the primary school, with possible extension to the junior secondary schooL A comprehensive survey of existing reading materials is being carried out, and advice is being offered to schools on the setting up of sequential reading schemes.

Assistance has been given at district conferences, and circulars of information have been sent out to secondary and technical schools. Linguistics.-Preliminary work on linguistics and its application to language study, reading, and spelling has begun. Creative Writing.-An investigation of the possibilities of original, imaginative writing in the primary and the secondary school is in progress. Spelling.-The trend of the thinking of the revision committee set up in 1965 to consider the place of spelling lists in primary and junior secondary classes is that there should be a minimum, ungraded, alphabetical list of words that all pupils should be expected to know, possibly supplemented by individual lists and a spelling dictionary. The Curriculum and Research Branch has begun compiling such lists. Secondary Geography The main curriculum tasks being undertaken by the geography staff are the development of a new Third-form course in geography through the Geography Committee, and the writing of a new Second-form course for the Correspondence SchooL Secondary History A part-time assistant in secondary history has been appointed to act as secretary of the Departmental History Committee formed to develop and co-ordinate new courses, and to investigate pilot courses at present in use in secondary schools. Plans are in hand for the setting up of history teachers' groups throughout the State in conjunction with the Board of Inspectors of Secondary Schools. Close liaison is being maintained with the assistants in geography and social studies. Primary Social Studies At the commencement of 1966 a permanent assistant commenced work on primary social studies. Preparatory work for the revision of the social studies course is being carried out. Current practice is under survey and interstate and overseas developments are being studied. Valuable liaison has been established with the revision committees in secondary history and geography.

RESEARCH ACTIVITIES Experiments in Reading.-A controlled experiment was commenced in February 1965 to compare the effectiveness of the Initial Teaching Alphabet with the traditional orthography in the teaching of reading. The major results published at the end of the first phase, i.e., prior to the transition stage, indicated that the Lt.a. groups were significantly more advanced in their reading than were the control groups. A second i.t.a. study is in progress at Ormond Special School. Use is being made of action research* to test the feasibility of using i.t.a. for teaching handicapped children. Similar studies are being undertaken with Words in Colour. Two beginners' grades in each of two metropolitan schools are involved. Pre-testing in intelligence and reading readiness was completed in March 1966. One class of intermediate boys at Ormond Special School is also receiving instruction in this medium. Dustless (Extruded) Chalk.-An exhaustive study on the relative merits of one brand of moulded chalk and one brand of extruded chalk was conducted in 1965. The study was in two parts : a laboratory study and a field study. This study revealed an overwhelming preference for extruded chalk. Secondary Health Education.-During 1966, an experimental health syllabus is being taught to Form I children by specially trained teachers in sixteen metropolitan secondary schools. The Curriculum and Research Branch evaluation of the course will be based on a comparison of test measures obtained prior to the course in February 1966 and at its conclusion in November 1966. An interesting aspect of the analysis of results obtained in the health course is the application, for the first time, of automated research procedures. Information Services.-The information section has continued to answer many queries on the curriculum and on educational research. Information files and holdings of periodicals continue to be built up.

Three issues of a printed quarterly prepared by the branch, Curriculum and Research Bulletin, have been published. This contains curriculum information and professional articles, and is circulated to all types of schools. Regular information circulars to district inspectors, secondary and technical schools, and teachers' colleges have been issued. Collection of information on programmed instruction, team teaching, educational television, and the ungraded school is a continuing activity. Background information is supplied to revision committees. Talks and discussions on various curriculum subjects are conducted at teachers' district conferences. Evaluation of Textbooks and Equipment.-Current textbooks and new equipment are evaluated and the information is made available to schools in various ways. Some publishers submit manuscripts of projected textbooks for advice. • Action research is research carried out on a specific problem in the actual context of day-to-day work in the classroom.

11 Primary Schools Testing Program.-This branch continues to co-operate with the A.C.E.R. in the yearly primary schools testing program. In November 1965, tests in mathematical understanding and listening skills were administered to a sample of schools. The report is not yet to hand. Careers Guidance.-The report on careers guidance referred to last year has been completed and is available in the branch. Education of Backward Children Of the 13 schools for educable mentally handicapped children, 9 are day special schools and 4 are institutional special schools. The total enrolment is 1060, with a further 450 on the waiting list. Sites for future development of special schools have been reserved at Broadmeadows, Geelong, Ferntree Gully (Mountain Gate), Bendigo, Paisley, and Dandenong. Sites are required at St. Albans and north-eastern suburbs such as Lalor, Heidelberg, and Doncaster. Opportunity grades for children who learn at a slower rate than normal total 35 and have an enrolment of 630. There are 23 opportunity remedial centres which cater for 276 children of opportunitygrade level at morning sessions and 460 remedial cases for reading and for mathematics sessions at afternoon classes. Fourteen remedial centres provide instruction for 420 children of normal ability who, because of a variety of unusual circumstances, have become retarded in basic subjects. During 1967 a free course of twelve months' duration leading to Trained Special Teacher's Certificate will be held at the Melbourne Teachers' College. In addition to this course, the usual extended course of twelve months for students in training will be continued. A two-day conference held at Moorabbin West Special School for teachers of opportunity and opportunity-remedial centres was held during the second term. Through the year, monthly meetings of teachers of remedial centres have been held at headquarters. The work of such bodies as Apex, Rotary, Lions Clubs, Victorian Federation of Mothers' Clubs, and other community organizations in raising funds and providing amenities and equipment for these schools is gratefully acknowledged. Education of PhysicaUy Handicapped Children During the year, notable advances occurred in staff training and in the staffing of special schools and services for physically handicapped children. Approval was given for additional specialist teacher-training courses to provide not only for existing onc:-year extensions of basic teacher training, but also for free courses, of one year's duration on full pay, to be introduced in 1967 for experienced teachers wishing to qualify for the Trained Special Teacher's Certificate or the Trained Teacher's Certificate for Teacher of the Deaf. Additional promotion positions in these special fields were provided by the introduction of a staffing schedule for special schools. Steady increases continued in the numbers of staff employed and the numbers of pupils enrolled. At the 30th of June, 200 teachers and teacher /speech therapists provided varied services for about 3,000 children. Marked changes continued in enrolments of children in hospital schools, day special schools, and for correspondence tuition for home-bound children, with respect to length of stay and to types of physical handicaps, both of which are factors of considerable significance in planning new services and adapting existing services. Complex teaching problems were set by the rapid turnover in hospital school populations, the widely varying abilities of pupils, and the diverse courses of study being undertaken. Total net enrolments in the three hospital schools varied between approximately 80 and 100 (including a considerable proportion of secondary pupils), while gross enrolments for 1965 totalled 730. It appears likely that the need for hospital school provisions will continue along current lines, and that any marked changes affecting educational services will depend on any changes that may be made in the functions of the hospitals. Day special school enrolments continued to reverse the trend in hospital schools-a lengthening stay (most frequently the pupil's school life) as a result of the changing pattern of physical handicaps in the school-age community. Since the introduction of the Salk campaign in 1956, the incidence of poliomyelitis has steadily declined, and no new cases have occurred in Victoria since March 1964. Of the 35 polio cases still enrolled in day special schools, 6 were migrant children, 19 were secondary pupils, and only 8 of the 35 were wheel-chair cases. Fortunately, poliomyelitis can thus be considered a minor factor in planning services. Unfortunately, however, enrolments of children handicapped by muscular dystrophy and Spina bifida continued to increase significantly, while the enrolments of cerebral-palsied children showed no indication of decreasing. Steadily increasing survival rates wiH maintain pressures on existing over-crowded schools, and additional schools are urgently required. Present indications are that such day schools should each provide for about 120 pupils, with appropriate adaption of physical provisions and of courses of study. It appears likely that about one-third of the pupils will be ambulatory, one-third will walk with help and the use of wheel-chairs at times, and one-third will be permanently confined to wheel-chairs. Variations in courses of study will be required to meet the needs of pupils from beginners to Matriculation standard, of whom about one-third are likely to be of limited general ability, about 10 per cent also deaf or partially deaf, and about one-sixth able to undertake secondary courses of study. In addition to correspondence provisions for secondary pupils enrolled in hospital and day special schools, about 350 homebound children and children in other hospitals and institutions received assignments and, wherever possible, the assistance of visiting teachers.

12 Services for deaf children continued to provide for about 1,000 pupils. The Department's Ascertainment Committee advising on placement of deaf children was re-organized to provide additional professional staff. The " oral " program at Princess Elizabeth Kindergarten for Deaf Children was extended to include children up to about eight years of age, " combined method " pupils being transferred to a school providing appropriate instruction at the stage when their need for such instruction became apparent. Further assistance was provided for partially deaf children in special schools for the mentally handicapped. Steady progress was maintained in providing speech therapy services for school pupils, though needs continued to exceed services available, as is the case generally, owing to shortages of speech therapy staff. The Department's nine centres were staffed by seventeen therapists, and a further nine teachers were undertaking specialist training. A new centre was opened at Noble Park (to be housed ultimately in a specially designed centre at Dandenong). During the year 2,512 children received treatment, 1,040 were discharged, 469 were temporarily discharged, and 1,003 continued to receive treatment. Expansion continued in the complex system of transport to day special schools for physically handicapped children administered by the Transport Branch at an annual cost to the Department of about $92,000. Provision was made for chartered vehicles, subsidized services, and conveyance allowances. The voluntary agencies, such as the Red Cross Society, the Spastic Children's Society, and the Victorian Society for Crippled Children and Adults, also assisted in transporting the children. Vehicles ranged from Jarge charter buses or normal type buses, to an ambulance bus, small specially fitted buses, and taxis. Migrant Education Under the direction of Mr. R. P. McLellan, the Migrant Education Branch continues its activities in close co-operation with the Commonwealth Office of Education. Accommodation has been increased by four additional rooms, and an advisory service now operates every Saturday morning at the Commonwealth Centre. The instructor in attendance advises migrants on study facilities available, particularly in English. Instructors are carefully selected and their training is carefully planned. At a three-day vacation school in September, classes were conducted for newly appointed instructors, and 95 participants from city and country centres engaged in demonstrations, lectures, and discussions. The number of classes has risen to 340, a record increase of 26. Enrolments have grown by over 700 and now total 5,576. The new final English Test and accompanying attractive certificate are proving of great value in encouraging students to attend regularly, and the special presentation functions at class centres are creating helpful public interest. Of the students presenting for examination 86 per cent have been successfuL Various measures are being employed to reduce the disturbing number of students who relinquish the course in the early stages. To enable remedial plans to be formulated, correspondence tutors have commenced a special study of the incidence and spread of abandonments. Additional classes have been established at some centres to bring together students of similar levels of attainment, thus retaining the interest of those who have been discouraged by association with more advanced students. Assistance given to faltering students by members of the Good Neighbour Council is expected to produce beneficial results. In preparation for Education Week, the Department of Immigration authorized the making of a film-" Breaking the Language Barrier". Students, instructors, correspondence tutors, and officers of the branch all assisted in the production. Factories, stores, schools, banks, the press, and charitable organizations continue to assist with publicity. Branch officers have visited schools, colleges, factories, public bodies, and influential individuals to discuss the nature and the scope of the work of the branch. The three new leaflets produced by the Department of Immigration to congratulate, instruct, or encourage students have already proved helpful. Discussions with the Good Neighbour Council on the value of these leaflets aim at widening their field of influence. Acknowledgment is made of the continued co-operation of the Immigration Department, the Good Neighbour Council, Toe H, Mr. McLellan and officers of the Education Department, and the administrative and tutorial members of the branch. School Transport Services In country districts I, 190 school buses and 7 subsidized rail services transport 58,256 pupils over a total daily mileage of 57,392 miles. . The pupils attend State and registered schools. The Department is subsidizing, to the extent of three-quarters of the total cost, 40 locally arranged transport services in country areas. Also in operation are 22 temporary bus services. In the metropolitan area 50 services are provided to schools for the physically and mentally handicapped. Throughout the State, pupils attending State secondary and primary schools and registered schools received conveyance allowances totalling $908,340. The total cost of all school transport was $6,420,226. Welfare Work-Housing for Teachers Requests by teachers for urgent assistance with housing have been maintained at a level somewhat similar to that of last year. With few exceptions, the need for assistance has been most acute in the smaller towns. The main factors contributing to this year's demand for housing have been the establishment of new schools in country towns, the growth of enrolments at existing schools, leading to reclassification and the accompanying increase in staffs, and the liberalization of staffing schedules. While these conditions prevail the demand for housing will continue.

13 In some cases, requests for assistance resulted in rene:wed approaches to the Housing Commission and, in others, recommendations to the Residence Selection Committee for the provision of additional residences. In some towns, because of unexpected building delays, houses were purchased, but in others, where the need was also very urgent, suitable homes could not be procured. A previously noted tendency for teachers to accept responsibility for their own housing in country towns has continued. Of the married teachers appointed to country towns, more than a third obtained accommodation for themselves. A similar number obtained Housing Commission units, while about a quarter occupied Departmental residences. This information refers only to teachers appointed to positions to which no residences were attached and does not take into account the large number of primary teachers appointed to positions advertised with residences. The agreement with the Housing Commission continues to operate smoothly to the benefit of teachers. At the end of June, 312 teachers occupied Housing Commission units in 62 country towns and the metropolitan area. During the year, 111 teachers were re-housed in Housing Commission houses. Since the appointment of a full-time assistant to the Welfare Officer at the beginning of 1966, it has been possible to extend operations to more country towns.

SPECIAL ACTIVlTIES Junior Red Cross Of the 433 Junior Red Cross circles or clubs in Victoria, 349 are in Departmental schools, including 49 of the 58 new branches established this year. In addition, many members of the 46 " out of school " circles are State school pupils. Participation in Red Cross activities is a useful experience of the satisfaction to be derived from working for others. In addition, children develop friendships with fellow members within the State and acquire an interest in people of other lands. Membership, therefore, has a dual advantage-it is both educational and character-building. The annual report indicates that Junior Red Cross in Victoria has again had a busy and successful year. Articles were dispatched to Papua /New Guinea, Korea, India, Nepal, Pakistan, the Philippines, South-east Asia, the Northern Territory, and Janefield colony in Victoria. These articles included clothing, health kits, toys and games, and musical instruments. Unsolicited donations to the value of $1,070 enabled gifts to be made in specific needy cases in South-east Asia, New Guinea, and Australia. As the result of the Food for India appeal, powdered milk costing a further $1,578 was shipped to the Indian Red On both a school and a personal basis, many branches have Cross for distribution where required. developed links with schools and pupils in other countries in Europe, Asia, and Africa. Twenty-seven schools in New Guinea have been adopted. In making this survey of the year's activities, Red Cross authorities estimate that three-quarters of the gifts of articles and money emanated from Departmental schools. Red Cross office1s visited 59 State schools during the year. Nineteen schools were represented by the 86 members who attended the Youth Garden Party at Government House in March. This was followed by a very successful conference of State school branches during the May vacation. Approximately 1, I00 members obtained certificates for proficiency in first aid, home nursing, water safety, and health and hygiene. The Australian Red Cross executive conveys its thanks to all who have assisted and encouraged members, including district inspectors, heads of schools, and teacher-leaders. The Gould League of Bird Lovers The enrolment of 31,161 new members indicates continuing interest in the League's activities. The membership roll recently reached a total of 788,714. Many former members, though now adults, have retained their enthusiasm for the work of the League. For the annual competition, 27,359 entries were received from 830 schools. In the metropolitan area, the Ingram trophy was won by Femtree Gully. Baimsdale was awarded the Major Wilson trophy for country inspectorates. The winning school for the H. N. Beck Memorial Prize was Port Fairy Consolidated, and the Leach Memorial Prize went to the Salvation Army school at Bayswater. Prize-winning award cards were forwarded for presentation to successful pupils, and school awards were issued to those schools that supplied sufficient entries of satisfactory quality in all sections of the competitions. During the year, exit students from three teachers' colleges were informed of the aims and the activities of the Gould League and were shown a series of slides depicting bird life and other phases of natural history and conservation. Three field days were conducted at Eltham Park and over 3,000 pupils attended. Similar successful functions were held in many country centres. League officials, teachers, district organizers, district inspectors, and generous donors of slides have all contributed materially to the success of the League during the year. Gillies Bequest The Committee handling this bequest has been re-constituted. Members of the new committee are three Assistant Chief Inspectors of the primary, the secondary, and the technical schools, with Mr. D. Cracker as secretary. In future, the committee will meet to consider disbursement of funds every three years. The Gillies Bequest Library will be dispersed and the distribution of boxes of books discontinued. The contents of the library will be distributed to needy schools, and in future gifts of suitable books will be made to schools as funds become available. The committee considered a number of requests for assistance, and agreed to make funds available for music teaching and also for the provision of fish tanks to Somers Camp as an aid to nature study.

14 Christmas Toy Appeal Two hundred and nine schools responded to the annual appeal for toys for the children of deceased or incapacitated ex-servicemen. Toys received numbered 7,782, bringing the number of toys produced in schools for this purpose since 1949 to 102,705. Cash contributions during the year reached a total of $300. Early in November these toys were officially presented to the Legacy and "Carry On" Presidents at a representative gathering which included the Minister and the Director. Toys that were not required by these ex-servicemen's organizations were later distributed to less-privileged children in thirteen institutions and hospitals. The letters of appreciation received conveyed a lasting impression of the continuing need for this rewarding work. Education Week The current public interest in education in this State may be attributed in a large measure to the establishment in 1943 of an annual Education Week, and it is pleasing to report that the twenty-third observance last August was again most successful. Attracted by invitation leaflets and posters and much publicity in suburban and provincial newspapers, approximately 1,100,000 visitors saw the schools at work during the week. Increasingly, municipalities are displaying a keen interest far transcending a lukewarm readiness to acquiesce in the suggestions made by others. Some allot relatively large amounts of money for Education Week activities ; others meet the cost of special brochures giving details of local activities during the week and publicizing the importance of education. Aware of augmented public interest, newspapers also are providing increased space, before and during the week, for relevant copy. Schools in their turn are accepting the challenge and as a result open day is a continuing source of attraction to parents and the general public. The choice of an appropriate theme and arrangement for the production and dispatch of leaflets and posters to almost three thousand State schools, kindergartens, and teachers' colleges are in the hands of the Education Week Committee, which is representative of a wide variety of organizations, including the fields of industry and non-State education at all levels. On the district inspectors and schools devolves the responsibility of ensuring that a warm welcome awaits the visitors, and in this respect inspectors and teachers are co-operating wholeheartedly. The results are very apparent in a public recognition throughout the State of the increasing importance of education. State Savings Bank The 2,222 State Savings Banks now operating in Departmental schools represent a net increase of 20 on the number last year. An additional 36,487 depositors during the year bring the total to 500,970 pupils with State Savings Bank accounts. Their combined deposits have reached $7,377,631, an increase of $887,483 on the amount of the previous year. School banks which closed temporarily or permanently during the year numbered 544, involving 8,673 accounts and a sum of $20,779. State Schools' Relief Committee Following an increasing number of requests for assistance from primary, secondary, and technical schools, the State Schools' Relief Committee has provided clothing and footwear for a record number of under-privileged children during the last twelve months. The number of pupils assisted increased from 1,647 to 2,302 and the wholesale value of the gifts rose to $34,226. $14,288 was obtained from rag salvage collections, mainly in Melbourne and provincial city areas, and $11,828 was received from social service leagues. Both amounts exceeded those of last year by a small margin. Parcels were again generously transported without charge by the Victorian Railways. Many letters of appreciation were received from recipients and teachers. Loyal and altruistic support from the schools and continued co-operation from inspectors have enabled the work to continue at an increased tempo. The committee conveys its thanks to all who have helped in this rewarding activity. The committee also co-operates with the Ministering Children's League in arranging holidays for metropolitan and country children at the League's Camp at Queenscliff. Social Service Leagues The following table gives details of funds raised by school social service leagues during the financial year ended the 30th of June 1966 :Estimated Value Totals of Goods Donated ------------------------------------1--------------~--------------l-------------Type of Appeal or Charity

Cash Donations

I

$

$

$

Hospitals

60,890

27,286•

88,176

State Schools' Relief Committee ..

11,099

11,708

22,807

Handicapped Children

33,646

2,459

36,105

4,841

898

5,739

83,684

8,154

91,838

194,160

50,505

244,665

Red Cross Other Appeals Totals

• Includes 48,113 dozen eggs valued at $25,107.

In addition to making the above donations, league members engaged in other social service activities such as visiting hospitals and collecting donations of other goods, the monetary value of which could not be assessed.

15

RETIREMENTS AND DEATHS Teachers Retirements The following teachers, all with very good Departmental records, completed their service during the year ended the 30th of June 1966 :-

Men William G. Aitken ; Constantine M. Alexander ; Frank M. Alexander; Roy W. Andrews ; Jack W. Anson ; Roy M. Atkinson; James Aughterson ; Victor J. Barlow; Ernest E. Bartrop; William H. Baxter ; Clifford J. Bevan ; Arthur H. Blarney ; Edward P. Bonsor ; William T. Borland ; Leslie J. Bowe ; Edwin V. Bowley ; Albert H. Bruggemann ; Harvey J. Burley ; Robert D. Campbell ; Baden P. Chadwick ; Robert E. Chapman ; Rolf H. E. Collett ; Waiter E. Cooper ; George L. Croxford ; John C. Cumming ; Klaus B. Dahl ; Lauritz D. Danielson ; Edwin D. Davenport ; Clement A. Dunn ; Ernest Dunn ; Kenneth N. Dunt ; Alphonsus M. Dwyer ; Eddy Elliott ; Alfred J. Fairhall ; Stanley C. Ferris ; George S. Findlay ; Henry A. Fleigner ; Phillip Fraher ; Kevin Gerraty ; Joseph L. Gleeson ; Henry J. Goldsworthy ; Rowland W. Goudie ; Robert W. Hallett ; Leslie H. Hangar ; Samuel J. Harding ; John H. Harriot ; Charles McK. Hicks ; Robert H. Hill ; George E. W. V. Hird ; John M. T. Hobba ; George C. Holman ; Ernest H. Homann ; John B. Howard ; Tom B. Hudson ; Clive A. Hughes ; William A. Hunt ; Frederick J. Hutchinson ; Harold R. Huthnance ; Leslie C. C. Iversen ; Roger F. Jalland ; Clarence E. Johnson ; Griffith I. C. Jones ; Thomas Jones ; Anthony C. Jordan ; Francis J. Kane ; John B. Kavanagh ; James Keating ; William J. Kennedy ; Victor G. Kopmann ; Harrie A. Larter ; Joseph P. Loughnan ; Victor Malone ; James L. Martin ; John G. Mason ; Samuel T. Metcalf ; William L. J. Miles ; Henry J. Moody ; William G. Moody ; William H. Morrell ; Roderick W. Munro; Alex McAndrew; James McCaskill; Esmond F. McConville; James E. McGuigan ; Ronald J. McGuiness ; Martin B. Mcinerney ; John McLachlan ; Albert E. McLean ; Ray H. B. Neilson ; Frederick R. Niemann ; Karlis E. Nunavs ; John D. O'Brien ; Ernest L. Olholm ; George S. Ormandy ; Eric L. Osborne ; Victor S. Paroissien ; Vanston J. Pepper ; Rex H. Phillips ; Jack Philpot ; John Poletti ; Harold G. Porter ; Frank R. Potts ; Geoffrey E. Poynton ; George M. Rathbone ; William C. Rewell ; John W. Riggall ; William E. J. Roberts ; Archibald Robertson ; Clarence V. Robertson ; Mervyn M. Robinson ; John L. Ross ; Royston Seers ; William H. Shelton ; Henry P. Shine ; Francis R. Singleton ; Harrie Smith ; Thomas Sommerville ; Victor S. Spowart ; Lindsay G. Spratling ; Leopold J. V. Steen ; Alan J. Stephan ; Richard G. Stranks ; Harry Sutherland ; Dennis Sweeney ; John C. Templeton ; William E. Thomas ; Robert W. Thompson ; Francis L. Torode ; James J. Tyler ; Sydney H. Waiters ; William A. Wade ; William C. White ; Camillus R. Wise ; Robert M. Wiseman ; Charles R. Woff; Thomas Woods ; Charles Woolacott ; Edwin Worcester.

Women Mrs. Alice M. Adams ; Mrs. Mary A. Argus ; June F. Ball ; Mrs. Aileen E. Barker ; Daphne L. Barrett ; Mrs. Mary Bartholomew ; Florence Baxter ; Elvera M. Beaumont ; Mrs. Kathleen J. Beovich ; Alice G. L. Boardman ; Mabel E. Borrack ; Nellie Brown ; Charlotte Bruck ; Mary A. Buntine ; Mrs. Marjorie C. Burley ; Alicia Byrne ; Rose-Marie Carpenter; Ada E. Cathie ; Mrs. Margaret H. Charles ; Mrs. Lyndel Clarke ; Kathleen M. Clements ; Mrs. Joan E. Clinton ; Henrietta Coleman ; Irene I. Coleman ; Mrs. Lily Collins ; Kathleen M. Conway ; Mrs. Ivy V. Corey ; Mrs. Amy E. Cox ; Eva Cronin ; Mrs. Doris M. Crothers ; Mrs. Marjorie E. Crowther ; Florence E. Dalrymple ; Mrs. Ruby Darbyshire ; Thelma Davis ; Eileen A. Dixon ; Mrs. Ida Dower ; Mary E. Dunphy ; Mrs. May M. Eicke ; Mrs. Edith Fisher ; Mrs. Clarice A. Fitcher ; Lavinia E. Foster ; Mabel B. Fox ; Lilian J. Fraser ; Mrs. Mary Galley ; Mrs. Gladys Gleghorn ; Jennifer Granville-Green ; Elizabeth E. Griffiths ; Mrs. Dora R. Grubb ; Mrs. Jessie E. Gunn ; Clarice V. Hall ; Mrs. Ivy D. Hammond ; Doris L. W. Hampton ; Veronica Hannan ; Mrs. Vivienne C. Harbeck ; Ivy D. Hart ; Elizabeth Haynes ; Annie H. Hearn ; Mrs. Eileen D. Herophili ; Winifred Herbert ; Evelyn L. Herwig ; Madge Hilton ; Mrs. Emily R. Hobbs ; Rosalie Hodgins ; Mrs. Dora Hogan ; Ellen Hogan ; Rose Holton ; Mary V. Horsley ; Nora Howard ; Mrs. Bessie Hume ; Mrs. Gladys S. Hurnall ; Thelma Jackson ; Mrs. Gladys E. James ; Kathleen H. Japp ; Rachael Jeffers ; Mary Keating ; Doris Kerr ; Lilian V. King ; Mrs. Flora Kurban ; Mary E. Lazarus ; Nellie Lillas ; Ellen A. Loftus ; Eisa M. Long ; Mrs. Florence Lyons ; Zipporah Maler ; Monica Miller ; Adeline V. Mills ; Florence H. Mingst ; Mrs. Alice M. Moore ; Mary E. L Moore ; Constance L. Morcom ; Mrs. Frances M. Murphy ; Mrs. Ethel M. Murray ; Henrietta C. Murray ; Helen G. McCurdy ; Annie S. Mackay ; Elsie M. McKean ; Mrs. Beatrice G. MacKenzie; Myra A. McLean ; Ethel I. McLeod; Margaret McPartland; Noma Y. McRae; Mrs. Barbara F. Nethercote ; Daisy M. S. Newcombe ; Wilma M. Norris ; Elizabeth M. O'Donoghue ; Ida P. O'Reilly ; Jeanie M. O'Toole ; Helene Parnell ; Kate M. Payne ; Mrs. Laura D. Pfitzner ; Mrs. Jessie E. Phillips ; Jeanette A. Prime ; · Euphemia Richardson ; Edith Roberts ; Mrs. Clarice E. Robertson ; Mrs. Mildred B. E. Rooke; Mary L. Rowan ; Evelyn Ryan ; . Mrs. Kathleen M. Ryan; Sophie I. Saunders ; Edith B. Scott; Myrtle J. Scouller ; Eileen B. Shortill ; Mrs. Gladys H. Simmons ; Mrs. Melva L. E. Smith ; Olive A. T. Smith ; Mrs. Gwyneth V. Southam ; Mrs. Josie J. Stainsby ; Mrs. Mary L. Staley ; Dorothy Steel ; Mrs. Catherine E. Steele ; Margery A. Surtees ; Mrs. Doris E. Swift ; Margaret M. Temple ; Mrs. Blanche Terrill ; Mrs. Alice Thorn ; Laura G. Trickett ; Mrs. Decima M. Vale; Mrs. Kathleen R. Walker; Joan R. Webb ; Ruth V. Weir; Mary R. Welsh ; Mrs. Alice M. West; Mrs. Martha U. West; Emily W. White; Mrs. Georgina White; Laura M. White; Winifred C. White ; Emma Williams ; Mrs. Muriel C. Wilson ; Nellie B. Wilson ; Mrs. Eileen M. Young ; Mrs. Regina Yuer.

16 Deaths

The following teachers died during the year ended the 30th of June 1966 :Men

John W. Barry ; Arthur L. Bell ; Noel H. Born ; Harold E. Bower ; Patrick J. Brogan ; Kenneth V. Brown; George C. Cabble; Edward P. Crimmins; Alexander J. Cron; Lyall Z. Crowl; Thomas H. East ; John S. Entwistle ; William J. Ericksen ; George R. Evans ; Dr. Louis N. Farber ; Ralph F. Fenney ; Bernard F. Foley; Paul D. Hartman ; Edward J. Herbert; Robert W. Hogg ; James I. Howard ; Kenneth J. F. Jacobs ; Lawrence A. Kelly ; Eugene Kupsch ; John G. Mannes ; Joseph F. Marlin ; Donald Montgomery ; Leslie Mulgrew ; Denzil E. McCarthy ; William McHutchinson ; Michael S. Negri ; Neale T. O'Brien; Athol A. Puttick ; John W. Sanderson ; Francis C. Scown ; John V. Shelton ; Charles S. Stuart ; Joseph C. Tyers ; William A. Tynan ; Gregory T. B. Webster; Waiter A. Williamson ; Ronald C. Wright. Women

Mrs. Sarah J. Burr ; Jean M. Campbell ; Shirley A. Carstensen ; Marie Gordienko ; Jessie K. Harris ; Mavis H. Jones ; Mrs. Elizabeth McKenzie ; Louie E. McLeish ; Sheila M. Lolan ; Margaret M. Pascoe ; Ross-Anderson ; Deidre Sandre ; Mrs. Phyllis M. Seymour ; Florence I.

Margaret E. Cowan ; Mrs. Lording ; Mrs. Heather B. Mrs. Jean M. Raff; Fiona Slater.

Administrative and Professional Staffs Retirements Men

Wilfred J. F. Bernoth (Lecturer, Burwood Teachers' College) ; John H. Boyce (Accounts Branch) ; Alfred R. Cook (No. 3774, School for Deaf Children) ; William P. Delany (Attendance Officer) ; George C. Holman (Lecturer, Melbourne Teachers' College) ; Francis C. Mellow (Vice-principal, Melbourne Teachers' College) ; George W. E. Pearson (District Inspector of Schools) ; John R. Peart (Assistant Chief Inspector of Technical Schools) ; Robert W. Souter (Examinations and Scholarships Branch) ; William L. Williams (Editor, Publications Branch). Women Mrs. Valentine A. H. Rowe (Typist) ; Mrs. Mary J. Moran (Typist). Deaths Men

Jorgan C. Christiansen (Lecturer, Melbourne Teachers' College) ; Toorak Teachers' College).

Maurice Pratt (Lecturer,

Women Mrs. Eileen E. M. Scott (Typist).

LINDSAY HAMILTON SIMPSON THOMPSON, Minister of Education.

17

STATISTICAL STATEMENT A. Enrolments (Census figures at 1st August) Primary Grades

VII and VIII

Primary Grades 1 to VI

Year

Secondary

Total-Primary

Post-primary

Junior Technical

Total-All School•

Consolidated Schools ···~~---

1961 1962 1963 1964 1965 1966

301,514 306,083 311,345 317,389 324,154 336,288

2,211 2,111 1,770 1,614 1,666 1,446

439,740 456,619 469,816 486,465 504,120 523,786

36,719 39,041 39,814 43,753 46,794 49,326

99,296 109,384 116,887 123,709 131,506 136,726

303,725 308,194 313,115 319,003 325,820 337,734

Members of Teaching Service (Numbers on 31st March each year unless otherwise stated)

B.

Classified Teachers

Year

1961 1962 1963 1964 1965 1966

15,053 16,625 17,968 19,928 20,493 21,456

Temporary Teachers

Students in

3,046 3,006 3,135 3,208 3,429 3,795

6,302 6,706 7,224 7,821 7,996 8,762

Student Teachers and Sewing

Training

Professional Officers

Mistresses

Total

293 302 316 348 394 420

170 197 188 199 162 148

24,864 26,836 28,83l 30,815 32,474 34,581

(Nore.-College students doing extended courses are not included as classified teachers.)

C.

Students in Colleges (Numbers on 31st March each year) Primary

Year

i

Secondary

Technical

I

Total

Entrants to College Courses-Primary, Secondary, Technical

- - : - I- · ' - - • - - · ' I- - - 1 - - 1

1961 1962 1963 1964 1965 1966

1961 1962 1963 1964 1965 1966

6,302 6,706 7,224 7,821 7,996 8,762

595 676 783 887 931 1,109

2,152 2,463 2,863 3,359 3,503 3,838

3,555 3,567 3,578 3,575 3,562 3,815

2,522 2,684 2,883 2,851 2,972 3,344

-~··----------

D. Number of Students Who Completed Training in 1961-65 and an Estimate for 1966 Year

1961 1962 1963 1964 1965 1966

Primary

.. ..

..

Secondary

482 534 542 676 681 857*

1,552 1,550 1,369 1,436 1,352 1,542*

,

Technical

140 165 188 183 206 240

Total

2,174 2,249 2,099 2,295 2,239 2,619

After the allocation of extended studentships it is estimated that 2,345 students will commence as permanent teachers in February 1967

• Some students will receive extended studentships.

E.

Classrooms Provided for Primary, Secondary, and Junior Technical Schools

1956-57 1957-58 1958-59 1959-60 1960-61

877 953 682 1,023 1,133

(Financial year) 1961-62 1962-63 1963-64 1964-65 1965-66

1,161 1,063 1,004 865 925

-----··-~--···~---··--·--···-~-·---

F. Financial Year

Transport-Free Bus Services Bus Services

Pupils Conveyed

Cost

£ 1959-60 1960-61 1961-62 1962-63 1963-64 1964-65 1965-66 10279/67.-2

1,026 1,077 1,130 1,185 1,133 1,262 1,309

46,332 48,167 50,000 51,064 52,260 54,467 58,256

1,782,005 2,077,624 2,523,753 2,268,919 2,799,647 3,007,609 $6,420,226

18

REPORT ON PRIMARY EDUCATION By J. A. CoLE, B.A., M.ED. , Chief Inspector of Primary Schools New Concepts in Primary Education

The rapid increase in man's sum total of knowledge and far-reaching societal changes are but two of the major influences that are bringing in their wake a new outlook in primary education. As the patterns and the needs of society have changed, so have the needs and the interests of children been modified and transformed. With an enriched knowledge of child development there has come a gradual improvement in our understanding of the learning process, and so the pendulum has swung from the demonstrating teacher to the learning child as particular emphasis is placed upon the individual needs of children. In a changing world, new concepts of primary education have required not only variations in techniques of teaching and classroom organization but also an upgrading of the curriculum. Current curriculum revision is based on practical experience, research reports from overseas, experimentation and feasibility trials in Victorian schools, and informed understanding of child development. In principle each course is graduated so that it may be mastered by an individual child according to the rate at which understanding is achieved ; and each course is based on the belief that learning by discovery rather than by rote is essential to understanding and concept building, and that the pupils' experiences must be many and varied. It is no longer true to say that centralization has merely achieved rigid uniformity and inflexibility in Victorian primary education. The range and the variety to be found in our schools are illustrated by the use of Cuisenaire, Unifix Attribute Blocks, Dienes M.A.B. material, the Individual Mathematics Program, and practical mathematics situations in varied approaches to mathematics. They are seen in the application of the Initial Teaching Alphabet and of Words in Colour to reading, in a wider use of multi-sensory approaches to reading, and in the extension of graded and sequential reading schemes from the infant grades to other sections of the primary school, or in the introduction of units of science for trial and evaluation. They are to be found in the efforts to cater for individual differences by the exploration of programmed material, by new approaches to testing required with differential teaching, by experiments with non-grading in mathematics and reading, and by fluid grouping, ability grouping, and modified streaming procedures.

Word Study at Pr inces Hill Primary Schoo l

In all of these developments there is a vital quality that stems from the acceptance by teachers of the challenges inherent in a changing educational climate. Indeed, the majority of primary teac hers are not only giving serious thought to education but are also making innovations and seeking solutions to problems

19 with professional skill and insight. Since the future success of primary education will depend upon the degree of skill with which we adapt the best of existing practices to the changing needs of primary pupils, the evidence of healthy experimentation is encouraging.

Geelong Teachers ' College Gymnasium

Trends : Recruitment, and Pupil Population TABLE 1.-

PUPILS, TEACHERS, AND STUDENTS IN TRAINING

Teachers (March)

Primary School Enro lment

Yc:ar

Ra tio or Pupils to Teachers

(August)

Classified Primary Teachers

Tempo rary

Total

Column 2to Column 5

(See N o te I below)

Primary Students in Colleges Including T hose on Extended Courses (shown in brackets)

2

3

4

5

6

7

8

--Column I

I

1957

..

.

..

272,666

8,012

1,296

9,308

29 · 3

31 ·2

2,288 (139)

1958

.

..

286,315

8,436

1,259

9,695

29·5

31 · 6

2,536 (129)

..

.. ..

1959

..

291,967

9,128

1,241

10,369

28·2

30 · 3

3,C56 (154)

1960

.

.

..

..

296,762

9,575

1,046

10,621

27· 9

30 ·4

3,389 (155)

1961

..

..

..

303,725

10,306

1,006

11,312

26 · 8

29·8

3,555 (132)

1962

..

..

..

308,194

11 ,361

786

12,147

25·4

28 ·4

3,567 (161)

1963

.

.

..

..

313,11 5

12, 156

600

12,756

24 ·5

27 ·7

3,578 (159)

1964

.

.

..

..

3 19,4 10

12,910

466

13,376

23· 9

26 ·9

3,575 (163)

1965

..

..

..

325,820

13,515

365

13,880

23 · 5

26 ·7

3,562 (189)

1966

.

..

..

337,734

13,906

377

14,283

23·6

27 · 1

3,815 (175)

.

.

.

----··-···..----------- ····-----------·-···· --------·· 1967

..

..

1968

..

..

..

355,000

1969

..

..

..

362,000

1970

..

..

..

.

.

347,000

.. ------····

367,000

·----

..

.. .. ..

---····---- -- ··---------- -----··· ......

..

14,800

..

..

15,200

.

15,600 16,000

.. ..

··---~

·--------- -------- - -----------------------------

..

..

.. .. ..

..

..

..

.

.. ..

NOTES.- I. The ratios in Column 7 exclude primary teachers who are (a) teaching in secondary and technica l schoo ls, (h) o n staffs o f teachers' colleges and on special sta ffs, (c) on full-time and part-time s tudies. They are overall averages influenced by small rural schools and the small pupil-teacher ratio required in schools ror mentally and physically handicapped child ren. There are considerably higher pupil-teacher rat ios in normal grades. 2. F igures below the d o tted line are estima tes. 3. The sharp rise in enrolments in 1966 was influenced by the increase in Victorian births in 1 96~ 1 . the inflo w or migrants. and the changes in the Catholic education policy. These three ractors will continue to influence ruture enrolments. The birth rate decreased rrom nearly 66,000 in 1961 t o 63.500 in 1965, but 1t has been suggested that a rurtber n se w1ll occur arter 1967.

20 TABLE 2.-TEACHERS ON FuLL-TIME ExTENDED CouRsEs

1966

University Courses

101

Agriculture (Diploma)

6

Trained Special Teacher's Certificate

16

Trained Teacher-Librarian's Certificate

8

Trained Art and Craft Teacher's Certificate (Primary) ..

20

..

Trained Teacher's Certificate for Teacher of the Deaf ..

..

10

..

82

TOTALS

..

..

Trained Homecrafts Teacher's Certificate (Primary)

4 I

I

76

8

10

8

10

9

10

19

14

107

99

189

175

1965

1966

-

I

TABLE 3.-PERMANENT TEACHERS RELEASED FOR FURTHER STUDIES Women 1965

1966

A. Full-time ReleaseSpecial Teacher's Certificate (1 term)

15

23

Speech Therapy Course (3 years) Trained Teacher-Librarian's Certificate (1 year)

8

5

10

13

4

4

14

17

218

261

19

29

237

290

243

279

39

33

B. Part-time ReleaseUniversity Courses I

TOTALS

..

..

I

312

The future growth of the primary teaching service will be influenced by the following factors (a) An anticipated rise in the birth rate. (b) Migration trends. (c) Policies of Catholic education authorities. (d) Plans to reduce the pupil-teacher ratio. In non-training schools this is currently set at To reduce the ratio to 1 : 35, an additional 800 primary teachers would be 1 : 40. required. (e) The need to expand special activities in primary school sin such areas as library work, art /craft, music, and speech therapy. (f) The projected three-year course for primary teachers : an advisory committee was appointed in 1966 to report on the nature and the structure of the proposed new course. (g) The ability of the building program to cater for expected expansion. Moreover, in an era of educational change, thought must be given to the design of school buildings so that these changes may be implemented effectively. The modern primary school must be designed to meet new concepts of teaching, school organization, and curriculum, and this matter is receiving attention. In-service Training and Education of Teachers

Essential to a changing climate in primary education is adequate provision for the in-service training and the further education of teachers ; and the district inspector has a key role to perform in this regard. With the assistance of staff members from special branches, from the Curriculum and Research Branch, and from teachers' colleges, conferences and workshops have been organized in various districts to provide teachers with up-to-date information on mathematics, art, English, reading, language problems, social studies, music, curriculum enrichment, homecrafts, and remedial work and problems associated with backward children. Approximately 5,420 teachers have been involved in these programs. The district inspectors have continued their annual residential seminar, the topic for the period being "A New Look at Inspection", and residential seminars were also held again for head teachers, potential head teachers, and infant mistresses. Weekly classes were repeated for teachers in the metropolitan area and larger provincial cities. At the beginning of Term I, 1966, 535 teachers were enrolled for Education (First and Second Honours), English, Botany I, Zoology I, or Library Practice. In addition correspondence courses in education were provided for 249 teachers. During the period under review, 800 teachers attended vacation schools in botany, zoology, horticulture, art /craft, Infant Teacher's Certificate subjects, geology, music, school forestry, library practice, physical education, visual education, woodwork, education for First Honours and Second Honours, or English.

21

SPECIAL EDUCATION SERVICES In almost every case, the branches whose reports are summarized below serve and are closely associated with the work of all three divisions. In this summary, attention is focused on their activities in and in connexion with primary schools. Correspondence Tuition

Correspondence tuition is provided for children from Grade I to Grade VI, in al! primary school subjects except music and physical training. Grade VII is now completely absorbed into Form I. A few pupils are enrolled for Grade VIII primary subjects only. The following pupils are eligible :-Children living beyond the statutory distance from school in Victoria and in the Riverina district of New South Wales ; children disabled physically, or psychologically maladjusted, to a degree requiring an extended absence from ordinary school ; children of itinerant parents and seasonal workers ; children of parents temporarily absent for business or recreation reasons either overseas or interstate. Some illiterate adults also receive tuition. The total number of enrolments for the year was 590. In the physically handicapped section, 177 children were enrolled and those in the metropolitan area were visited regularly by four teachers. One primary radio lesson per week was broadcast over 3AR and regional stations, and short-wave lessons were broadcast by the school's station VL 3 RT, which is connected by land line to the Royal Melbourne Institute of Technology for transmission. There were 203 radio lessons broadcast during the year and 20 teachers prepared the sc1ipts. Physical Education Branch

The past year has been one of great progress in physical education. As the figures indicate, there has been an increased awareness of the subject and an increased acceptance of it. This means that it will be necessary to extend the present training scheme to provide more teachers for future needs. In the Primary Schools Division the most significant development of the year in physical education is probably the appointment of a committee to revise the course of study in physical education. The Physical Education Branch now has a staff of 84 women and 86 men. Of these, 35 work in country inspectorates, 21 have full-time appointments in post-primary schools, and 58 visit primary schools in the metropolitan area. Following the Colac pattern, an instructor was appointed to advise teachers in the Hamilton inspectorate. Five senior men are attached to the five metropolitan divisions to assist teachers

Gymnast ics at Bunyip State School

22 and to supervise the work of itinerant staff members, and eleven members of staff are attached to the eight primary teachers' colleges. Others are engaged in special activities including administration, conducting posture corrective gymnasiums, and giving instruction at Somers Camp and in swimming during the winter. Following the previously established pattern, thirty-one day workshops or refresher classes were held in the following inspectorates :-Swan Hill, Frankston, Wangaratta, Bendigo, Hamilton, and Stawell. Despite staff limitations, over 77,000 children received regular swimming instruction throughout Victoria. Certificates and awards were as follows :-Herald Learn-to-Swim 29,742 ; Junior 25,736 ; Senior 9,308 ; and Royal Life-saving Society 8,842. At the four posture corrective gymnasiums, approximately 800 children received courses of instruction designed to correct physical defects. This work is also followed up by officers of the School Medical Service. Fifty-seven teachers attended the annual May vacation school at Coburg Teachers' College. Fourteen recently qualified teachers were added to the physical education staff at the beginning of 1966. Unfortunately, because of quota restrictions, only six commenced a Diploma of Physical Education course at the beginning of the year.

Visual Education Branch Considerable progress in establishing workshop centres for the in-service training of teachers has been made during the year. Training in a number of provincial centres on the basis of a half-day a fortnight at the workshop has commenced and this is in addition to the two vacation schools in visual education attended by sixty-two teachers preparing for Certificate of Competency in Visual Education. Guidance was also given to teachers at inspectors' conferences held at ten centres in the Horsham and Seymour inspectorates. Staff from the Visual Education Centre participated in six secondary seminars in the May vacation and two conferences in the September vacation. Film circuits are being operated in six country centres ; these centres contain, in addition to motion picture films, libraries of charts, classrooms pictures, colour slides, and filmstrips. The Circuit Library contains 5,523 films, an increase of 264 for the year. Through the film circuit organization, 4,470 visits were made to schools, involving 35,565 film screenings. The Motion Picture Film Library now lists 2,302 titles, a few less than in the previous year, because of the withdrawal of dated and unsuitable material. This library supplies the needs of 785 schools with their own projection equipment, an increase of 42 for the year. The number of films distributed during the year totalled 73,860. A scheme to provide for the distribution of 1,088 Physical Science Study Committee films classified as essential at Leaving Certificate level was commenced, and 60 centres throughout the State received these films on a pre-arranged schedule. A revised primary school catalogue index was produced, published, and distributed. The Filmstrip, Chart, Classroom Picture, and Slide Libraries have increased in size, and many new titles have been produced to replace withdrawn filmstrips and slides. Requests from schools for these materials have increased in number to such an extent that the present staff is having difficulty in meeting the demand. Borrowing figures show that 45,770 films trips, 63,177 slides, and 2,052 records and tapes were borrowed in the year and 5,000 charts and filmstrips were purchased outright by schools. The Production Section has again directed its work towards the preparation of wall charts, filmstrips, colour slide sets, and classroom pictures. The latter have been most favourably received. This section, still housed in restricted accommodation, is staffed by teachers specializing in secondary art, geography, commercial subjects, infant room topics, and physical education. They have all been very active in the period, and have produced 12 new charts, 14 new classroom pictures, 12 new filmstrips, and 8 colour slide sets, all with teachers' notes. A sound motion-picture film of women's basketball was produced by the photographic section in addition to 898 exterior photographs, 3,000 black-and-white prints, 3,000 negatives for colour duplicating, and 234 litho negatives. One hundred and eighty-nine 16-mm. motion picture projectors have been serviced and repaired at a cost of $1,821.67. During Education Week, staff members visited 30 schools for special screenings.

Music Branch Despite the increasing school population, staff numbers for 1966 were the smallest for many years. The total of 56 itinerant teachers includes two temporary married women and three on leave. Fifteen are stationed in country inspectorates. No action has yet been taken on the lack of senior positions in the branch. Staff changes have affected the progress of violin classes. Three classes have been maintained in the metropolitan area and two in Bendigo. Music-making in bands continues to have a wide appeal at all levels from infant to tertiary in all types of bands-bugle, brass, fife, percussion, and recorder. At the annual festival contests of the Victorian State Schools' Band Association in August, 1,800 children from 59 schools in metropolitan and country districts took part, billeting being provided for the country children. Twelve fife bands, 17 brass bands, and 192 recorder bands are registered with the V.S.S.B.A. During the year, approximately 92,000 duplicated sheets of music have been supplied to schools. A photocopying machine has proved useful in the preparing of these sheets.

23 In all, 38,568 children from 439 metropolitan post-primary schools attended Schools' Orchestral Concerts in the Melbourne Town Hall. There were six series ; 12,000 children attended similar concerts in nine provincial centres. Music festivals were held in eight city and six provincial centres. The music program for Education Sunday at Wesley Church was arranged by the Supervisor and was given by choirs from Preston Girls' High School and Heidelberg Boys' Technical School and included a recorder concert from Bentleigh High School. The variety of programs provided by the Australian Broadcasting Commission enables children of all age levels to receive music instruction, although at some levels the material provided does not always suit the age of the children. It is suggested that more practising teachers from primary schools should be included on the music committee . In the field of in-service training, band workshops for brass, fife, and recorder players were well attended by country and metropolitan teachers. Two weekly teachers' classes for recorder playing, a class for Singing Teacher's Certificate, Grade I, and provincial one-day music workshops have also been conducted. In May a successful vacation school in music was held at the Music Centre. Cupboards for the storage of Music Branch records, instruments, and music are now available and suitable lecture-room chairs have been approved.

Art and Crafts Branch The work of this branch covers the activities previously carried out by the Supervisors of Art and Handwork and includes the development of art and craft activities in primary schools and the specialist teaching of these subjects in handwork demonstration centres and consolidated schools. The one-year extension course at Melbourne Teachers' College for the Trained Art and Craft Teacher's Certificate (Primary) provided eighteen specialists for appointment to centres and consolidated schools in 1966. An additional 22 teachers are undergoing training and will be available in 1967. There are now I 0 I handwork demonstration centres, and specialist art and craft staff is provided for twenty-six consolidated schools and fifteen post-primary and special schools. Sponsored by parent organizations and supported by Government subsidies, centres are being constructed in four primary schools. In the field of in-service training, 72 teachers attended vacation schools in order to qualify for either the Certificate of Handwork or the Teacher's Certificate in Woodwork. Two-day art and craft workshops were held for 800 teachers who were later given specific assistance in their schools in the organization of materials and courses. School Libraries Service The number of schools with organized central libraries increased by 41 in the year under review. This number included 8 new high schools, 3 new technical schools, 2 new primary schools, 10 primary schools at which libraries were built by local effort and special Departmental grant, and 18 primary schools at which decreased enrolment freed a classroom for use as a library. The number of Departmental schools with central libraries is now 563, comprising 215 secondary schools, 80 technical schools, and 268 primary schools. Library staff employed in these libraries consists of 351 people engaged full-time on library work and 233 people part-time on library work. Approximately 300,000 books were added to the stocks of central libraries during the year.

Elwood Central School Lib rary

24 Twenty-four teachers graduated from the course for the Trained Teacher-Librarian's Certificate in 1965. Of these teachers 4 were appointed to high schools and 20 to primary schools as teacher-librarians. Of the 27 teachers on the course in 1966, two are Indonesian teachers training under the Colombo Plan. Library vacation schools, as the first step towards gaining the Certificate of Competency in School Library Work, were attended by 205 teachers. The initial cataloguing of 32 newly established central libraries was carried out. Forty-one schools with established central libraries received assistance with cataloguing, book purchasing, and advice on library organization and use. The appointment of four Class 11 teacher-librarians in the metropolitan area added a great deal to the effectiveness of the advisory services of the staff. With the continued rapid growth of school libraries, the necessity for a central cataloguing service becomes more pressing. Such a service would enable librarians to devote more of their time to the vitally important aspects of effective use of the library in the school ; time which must, at present, be largely spent in the organization of library materials. Psychology and Guidance Branch An important trend in educational practice in recent years has been an increasing concern for the individual child as a person. This has led to the widespread production and sale of individualized instructional material in basic subjects and the readier acceptance by teachers of a personal responsibility for the educational advancement of each child within their care, irrespective of his attainment levels. As a result, in its earlier years the Psychology and Guidance Branch was inundated with requests for assistance. Waiting lists accumulated and delays occurred of up to three years before children could be seen.

Some rationalization of the situation was obviously necessary. This has been accomplished in two ways. Courses have enabled enlightened and interested teachers to assume the responsibility for diagnostic procedures. Secondly, and perhaps as the result of this, more discernment is now shown in referring cases to the guidance officer. His future task is therefore likely to become increasingly psychological and less educational. With, in addition, the responsibility for fostering the new secondary schools development known in New South Wales as the Pastoral System, the branch is now required to perform a wide, flexible, and demanding role. The loss of experienced staff to more attractive posts in industry, the universities, teachers' colleges, and elsewhere is therefore a serious handicap. Statistical information for the year is interesting. Despite the fact that the less complex cases are now often handled by teachers and that more complex cases entail more time, the number of new cases increased by 12 8 per cent during the year. The country increase was almost lOO per cent, i.e. from 639 to 1,260.

Toy Shop- Mitcham Special School

25 A total of 5,353 pupils (3,588 boys and 1,765 girls) had their cases reviewed and were given assistance. Of these, 53· 5 per cent were referred because of educational retardation and 17 per cent because of behaviour problems. Physically handicapped children accounted for a further 12·4 per cent. The highest percentages (11· 7 and 11·1) occurred in the ten and the eleven year old groups and the next highest (10· 5 and 9·6) in the twelve and the thirteen year old groups. Seventy-five per cent of these cases were referred by the schools and school authorities and 13 · 6 per cent by medical agencies. Referrals by parents accounted for only 5 · 7 per cent of the total ; 55· 7 per cent of the total were primary school pupils. During the year 16,324 pupils participated in group tests conducted by the Psychology and Guidance Staff. It was possible to give only limited service to schools outside the State system but, when the need was urgent and obvious, no distinction was made between their pupils and others.

The Psychology and Guidance Branch has continued to play an active, varied, and constructive role within the Department. It has been able to do this in the face of many difficulties not only because of the interested and unselfish service given by its staff, but also because of the widespread support it receives from those with whom it works and for whom it exists. Publications Branch Mr. W. L. Williams, Editor of Publications for 25 years, retired in January 1966. Mr. J. F. O'Brien, Assistant Editor, who returned recently from a year of service with U.N.E.S.C.O. in the West Indies, was appointed Editor. In addition to the normal publications of the Education Gazette, The Educational Magazine, The School Paper (at three standards), Curriculum Guides, Classified Rolls, and various pamphlets, the Publications Branch has produced a new quarterly periodical-Curriculum and Research Bulletin-in conjunction with the Curriculum and Research Branch and is preparing for press, in conjunction with the Australian Council for Educational Research, an explanatory book on the new mathematics for the use of primary teachers. This book, Background in Mathematics, is to be supplied to Western Australia, South Australia, and Tasmania, as well as Victoria. The Education Gazette was published fortnightly in April 1962 as an experiment . The publication fortnightly, together with the printing of last-minute late notices, has proved an unqualified success and has facilitated greatly the transfer and the promotion of teachers.

The Educational Magazine is gaining a wide reading public both among the ranks of teachers and outside, and in other States as well as in Victoria. The magazine has been asked for on a reciprocal exchange basis by editors of educational publications in many countries. The periodicals we receive in this way help to keep us up to date with educational developments overseas. In May 1966 a special number of The Educational Magazine devoted to the work of the Education Department in apprenticeship in Victoria was so well received that a reprint had to be ordered. A new departure designed to assist teachers in secondary schools was the issue of Textbooks Recommended for Secondary Schools as a separate pamphlet. Previously it was published, in cramped format, in the Education Gazette. State Schools' Nursery For the period covered by this report, I ,776 schools of all types in the three divisions of the Department were affiliated and received 2,188 packets of seed, 171,972 seedlings, 16,034 trees, and 1,306 dahlia tubers. During the year the Supervisor gave assistance to 110 schools throughout the State in the selection of plants for indoor and outdoor use and in the overall planning and development of playing fields, shelter belts, lawns, and gardens. Vacation schools provided for only 110 of the increasing number of applicants and more provision for in-service training in horticulture is needed. There were 179 candidates who sat for the examination in Horticulture, Grades 1 and 2. During the year exit students from the metropolitan primary teachers' colleges received instruction in the fundamentals of propagation and the care of plants, and the Supervisor addressed the second-year students in provincial colleges on the maintenance and development of attractive grounds. All students engaged in the course for the Special Teacher's Certificate spent four days at the nursery for instruction in aspects of horticulture suitable for use in special schools. Boys from district primary and special schools attended regular classes in the theory and practice of horticulture. Spacious grounds and attractive garden settings are 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. Young Farmers' Clubs For reasons set out in last year's report. the number of young farmers' clubs in State schools has declined to 58. Some of these meet infrequently and a continued decline in numbers appears likely. The 802 boys and 610 girls bring the total membership total to 1,412 for the year. Most of these young farmers' clubs are essentially school gardening clubs with little activity other than the growing of vegetables and flowers. Twelve clubs maintain small flocks of sheep and a few keep poultry or maintain small orchards with welcome financial results in each case.

26 School Forestry The School Forestry Branch continues to promote and develop aspects of education relating generally to the conservation of natural resources and particularly to trees and forests. The branch is organized in two sections. As its name implies, the Establishment Section seeks suitable land and prepares for and supervises the p1Mting of trees. It is also responsible for education in forestry and allied subjects. It provides lectures to school children visiting the Natural Resources Conservation League of Victoria nursery school, and supports the knowledge and the preservation of Australian native flora by relevant publicity and, more directly, by slide-illustrated talks to teachers and pupils. The Silvicultural and Marketing Section supervises pruning and thinning, general maintenance, pest control, the salvage of wind or fire damaged plantations, and finally the harvesting and the sale of mature plantations and the disbursement of the money received. Both sections co-operate in the conduct of the annual vacation school in forestry. There are 652 schools now participating in the care of 592 plantations, with a total of 5,268 acres. During the last planting season, 120,203 trees were added to existing plantations. Over It million super feet of timber was sold and the sum received ($20,621. 57) brings the aggregate net return from school plantations to $277.957.55. Of much greater importance than the financial aspect, however, is a fostering of interest in the country's natural resources.

Television Since the publication of the last Liaison Officer's Annual Report, there have been a number of interesting developments in the field of television broadcasts for primary schools. The number of schools equipped for television has risen from 730 to 881, and there has been a corresponding increase in the circulation of the monthly publication" Notes for Teachers" from 1,807 copies to 2,587 copies. Teachers generally find these notes an indispensable aid to the effective use of the telecasts. During the past year there has been an increase in the number of television programs for primary schools. With the introduction of primary mathematics on television there are now 13 programs each week, covering all grades of the primary school and many sections of the curriculum, including mathematics, English, social studies, nature study, and music. To ensure success in mathematics and English, the Education Department of Victoria, the Registered Schools' Association, and the Catholic education authorities were invited to submit the names of suitable teachers for the preparation of programs. From this panel, two mathematics and two English specialist teachers were selected. With the growth of television in schools, the problem of obtaining suitable, qualified talent becomes increasingly acute. Throughout the period under review, surveys have been conducted to ascertain the value of all new programs. As the work of evaluation proceeds, specially designed report forms have been circulated to selected schools. To ensure the success of school television programs, planning committees must know what children gained from watching the program, how the program helped the teacher in his work, and the extent of the motivation to future endeavour. During the year, city and country schools have been visited and the opinions of both teachers and children have been ascertained. On several occasions, A.B.C. officers have accompanied the Liaison Officer and have seen at first hand the results of their work. Lectures have been given to students from teachers' colleges, and to teachers attending special courses. In addition, teachers and administrators from Africa, Indonesia, Singapore, and Thailand were supplied with information and taken to primary schools in the metropolitan area.

Radio During the period under review, steady interest has been maintained in broadcasts generally. Broadcast three times weekly, " Let's Join In" is the most popular program, closely followed by "Singing and Listening", during which pupils participate by the playing of home-made percussion instruments in addition to singing. Other sessions which have retained their popularity are" Let's Have Music"," Health and Hygiene", and "Folk Dancing". Using a public address system, larger schools make use of the latter session in school yards, particularly in the pleasant summer and autumn months. Teachers continue to purchase social studies broadcast booklets in large numbers, but increasingly appear to use them for their own teaching, taking the broadcast only when it coincides with their time-table for the subject. "The World We Live In ", a current affairs program for Grades V and VI, has its quota of regular devotees, and "The School Service ", an undenominational religious program, is used mainly by independent schools. A number of changes have been made, with varying results. Replacing the nature study session, a segment entitled " Radio Question Box ", designed to supplement the work of the television series " Nature Study" and "Discovering Why", elicited a disappointing response and will be discontinued in 1967. Replacing the social studies session for Grade IT, "A Time to Listen", which deals with literature and speech and was formerly a fortnightly program, will be put on weekly in 1967. An important change has been made in the method of obtaining opinions of programs. It has been decided to revert to the record card system of former years, the main advantage over the questionnaire method being that there is a greater immediacy in the reporting. The response, however, has so far been disappointing. Next year, more cards will be circulated and a better return is anticipated. The suitability of the annual Anzac Commemoration Ceremony was assessed by using a questionnaire ; the results indicated that this has the largest listening audience of the year, and effect is to be given to the changes suggested by teachers in the choice of songs for the service.

27

Princes Hill lnfant::Assembly

The demand for booklets is buoyant. About 3,210 copies of the brochure "Notes for Teachers" are sold to primary schools monthly. Because of declining sales for primary booklets that covered all grades and several subjects, it was decided to publish three separate booklets :-Grades V and VI-Health and Hygiene ; Grades III to VI- Social Studies; Grades Ill to VI- Music and Folk Dancing. As a result sales soared from 152,809 of the previous year to 256,725. Also in great demand is the Let's Join In Picture Booklet. Radio broadcasts to the primary schools continue to play an important part as teaching aids in the general school curriculum. School Camping

During the year twenty ten-day camps were held . Of these, 13 were for girls and 7 for boys; 12 country and 8 city inspectorates were represented, and each camp catered for 160 chi ldren and 9 teachers. During school vacations, three additional camps were also conducted. Eighty senior primary teachers held a three-day seminar at the end of Term H. Legacy boys numbering 120 spent a Christmas vacation fortnight at the camp and from the 24th to the 29th of January a staff of mathematics teachers conducted a Matricu]ation mathematics seminar for 100 boys. The 21 fish tanks donated by the Gillies Bequest have now been installed, and two huts have been adapted for use as a physical education material storeroom, a gymnastics room, and boating and bush-craft rooms.

28

REPORT ON SECONDARY EDUCATION By R. A. REED, a.sc., DIP. ED., M.A.C.E., Chief Inspector of Secondary Schools

Introduction The problems of accommodation and staffing that have faced secondary education in recent years appear to be much nearer solution. Although the vigorous building program of the last decade has not been able to provide for the urgent remodeUing of all the older established schools to bring them into line with modern developments, it has provided adequate accommodation for the newly established schools. The establishment of the Educational Architecture Research Laboratory, the members of which have approached their work with outstanding interest, enthusiasm, and initiative, has been a forward move which has already produced a most imaginative plan for large high schools. It is hoped that it will be possible to use this plan in the near future for the construction of several new schools. In spite of steadily increasing secondary school enrolments, the staffing situation in most schools is beginning to improve as the full effects of the expanded teacher-training program of the last ten years become apparent. The steady fall in pupil-teacher ratio is one indication of the improvement. Serious deficiencies still exist in the fields of science and mathematics, where the adverse effects in the teac her-training program of the university quota system are most felt and where the competition from outside industry is most acute. However, discussions at university level on the possibility of providing an alternative degree system of training for teachers of science and mathematics are most encouraging. During the year, members of the Teaching Service have been directly and thoroughly involved in educational planning. A consultative committee consisting of representatives of the administration, teachers' organizations, head masters and head mistresses, and parents' associations has been established to consider suggestions for future developments in secondary education, and it has already turned its attention to the proposal for a junior-senior high school system. Teachers are repr~sented on all the sub-committees that have been set up to consider the proposed system in detail. The coming abolition of the Intermediate Examination following on the establishment of the Victorian Universities and Schools Examinations Board has led to the setting up of the Curriculum Advisory Board which, through its main committee and a steering committee, is examining the first four years of the In addition, through secondary school curriculum. Teachers a re represented on all of these bodies. representation on subject sub-committees, they have made a significant contribution to the work of the Educational Architecture Research Laboratory in its development of the new courtyard high schoo l plan. The response and the co-operation of teachers have been most valuable.

Model of Co urtyar d Plan High School

29 The activity in secondary education noted in last year's report continues. Experimental curricula have been introduced in some schools, and considerable interest is being shown in the experiment being undertaken at Kyneton and Daylesford to provide a common course for at least three years leading to alternative professional, technical, commercial, general, and farming courses in later years. At the same time, syllabuses and courses of study are being critically examined to incorporate new ideas and to bring them into line with current thinking in Australia and overseas. In many cases, members of the administration are providing leadership and encouragement ; heads of schools and teachers are responding very enthusiastically ; the Curriculum and Research Branch is providing valuable assistance. The establishment of a pilot course in educational administration for teachers of the three divisions of the Teaching Service has been a profitable experiment the outcome of which will be watched with great interest. During the year, the State system of secondary education has been subject to a considerable amount of criticism, some of which has been fair but much of which could only be described as ill-informed and unjustified. Whether one surveys the field of State secondary education generally or visits individual schools, one can only pay a tribute to the devoted, loyal service and the achievements of so many of those associated with the system during a period of unprecedented expansion-administrators, public servants, It would be unfortunate if, as a result of the current heads of schools, teachers, pupils, and parents. adverse criticism, the achievements of the State system of secondary schools and the significant contributions they are making to education generally were forgotten or ignored. In the following pages, a sincere attempt has been made to present a balanced picture of our secondary schools.

ENROLMENT AND

ACCOMMODATION

Enrolment The following figures show the increase in secondary school population over the past four years. I

1963

1964

Pupils

I

Schools

..

107,086

190

Higher Elementary Schools ..

1,078

8

..

3,407

..

High Schools

Central Schools Central Classes

1965

.. .. ..

Girls' Secondary Schools

..

...

I

Pupils

Schools

Pupils

199

121,275

203

1,175

10

1,237

16

2,897

14

299

6

47

7,225

16

7,487

..

I

:

Schools

133,535

223

10

556

8

2,650

14

2,372

14

2

84

4

71

3

16

8,144

16

2,239

6

138,773

254

I

.

Totals

Pupils

Schools

113,442

I

1966

I

·····-

Type of School

119,095

I

236

125,048

241

133,390

247

!

-~

There are now 179 schools providing instruction to Matriculation level, and of these 81 are in the metropolitan or outer metropolitan area and 98 are in country areas. The number of schools approved by the University of Melbourne to conduct their own Intermediate Examination is now 178, and 50 schools are approved for the Leaving Examination. The table set out below shows the number of pupils enrolled in Form I from 1956-1966 and the level of education at which they left school. The number of pupils at each level in February 1966 is shown by the figures below the stepped line. Numbers Remaining in Successive Years Xumber in

Year of Admission

Form I

Form Ill

Form IV

Form V

Form VI

19,379

18,007

14,567

11,046

6,532

2,977

(1961)

20,865

19,663

16,271

12,609

7,531

3,873

(1962)

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)

29,638

28,262

25.801

21,878

14,422

30,795

29,599

27,981

23,503

31,472

31,179

28,963

32.732

32.404

1956 1957

1962

.. i

.

.. I

1963 1964 1965

I

I

3_2,5~----------~---·--··----_j__________i________

-19_6_6_ _ _ _ _ _ _ _

30 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 11 · 6 per cent in 1958 to 25 per cent in 1966. At the Form V level the increase has been from 28 · 4 per cent to 47 per cent over the same period, while at the Form IV level the increase has been from 55· 4 per cent to 76 per cent. It will be noted from the table that the increase is particularly significant at the Form V and Form VI levels. It will also be noted that the raising of the school leaving age to 15 appears to have had little effect on enrolment figures. Asian Students The number of post-primary Asian pupils enrolled in Victorian State high schools for the last three years was as follows : Year

1964

..

1965

..

1966 . .

I

.·I ..

,

Form I

Form IT

Form Ill

Fol'm IV

Form V

Form VI

To tal

9

9

6

13

62

169

268

2

10

8

12

65

124

221

8

13

70

193

286

It wilt be noted that enrolments at Matriculation level, which had been steadily declining for a number of years, have shown a sharp increase in 1966. Ninety-three of these students were a direct intake from overseas. The others had spent at least one year in Australia.

The number of students at the Matriculation level studying in the science- mathematics field outnumbered the students in the humanities- commerce field by three to one, and generally they performed better in the examination in December 1965. A total of sixty-nine matriculated, with five first-class honours. About 12 per cent of Asian students failed in English Expression. As in past years, 60-70 per cent of Asian students proceeded to tertiary studies and approximately 25 per cent returned to school to repeat Matriculation. At the Leaving level, nearly 80 per cent studied science and f or mathematics, and averaged 4 · 3 subject passes each in the December 1965 examinations, while the humanities and commerce group averaged 5 · 4 subject passes each. Approximately 65 per cent of these students proceeded to Matriculation in 1966. Buildings and Sites New high schools were established from the I st of January 1966 for the following areas :Hurstbridge, Monterey, Upfield, Donvale, Heatherhill, Moorleigh, Geelong North, and Maryvale. The pupils at these schools were temporarily accommodated in existing schools or in portable classrooms in the grounds of other schools.

The following girls' secondary schools became girl s' high schools :- Ballarat, Bendigo, Dandenong, Flemington, Footscray, Malvern , Matthew Flinders, Pascoe Yale, Shepparton, and Williamstown.

New C lassroom Block at G eelong High School

31

First and second sections were completed at Koonung and Preston East schools, and a second section was completed at Bairnsdale. Third sections were added to schools at Banyule, Bayswater, Buckley Park, Hadfield, Moorabbin, and Vermont, and part of the new Flemington High School was occupied. Eight new classrooms were erected at Leongatha and at Yallourn ; seven each at Geelong and Traralgon ; five each at Mildura and Shepparton ; four each at Braybrook, Doveton, Kerang, Lakeside, Mordialloc-Chelsea, and Noble Park ; two each at Birchip, Edenhope, Horsham, McKinnon, McLeod, Six new rooms Morwell, Murrumbeena, University, Wangaratta, and Waverley ; and one at Rainbow. were added at Pascoe Vale Girls' High School, five at Dandenong Girls' High School, and two at Mentone Girls' High School. One new classroom was erected at Inglewood Higher Elementary School and two new classrooms were erected at Wycheproof Higher Elementary School. A new library block was built at Melbourne High School. In addition, the new Monash Secondary Teachers' College was completed. Included in these classrooms were the following science laboratories built with the aid of Commonwealth grants :-Four at Mordialloc- Chelsea; two each at Geelong, Leongatha, McKinnon, Macleod, Mentone Girls', Mildura, Morwell, Murrumbeena, University, Wangaratta, and Waverley; and one each at Dandenong Girls' and Pascoe Vale Girls'. In spite of this extensive building program, accommodation problems persisted in some schools and areas. These problems were solved by the use of 146 portable classrooms, with an additional 42 on order.

Prahran High School

Large-scale local projects towards which the Department made special grants have been complete(! at Ararat (canteen), Essendon (gymnasium), Hampton (assembly hall), Heidelberg (sports pavilion), Highett (assembly hall), Moe (change rooms), Myrtleford (canteen), Northcote (canteen), Ouyen (change rooms), Robinvale (canteen), University (assembly hall), Wangaratta (change rooms), and Westall (canteen). Special grants towards the cost of grounds improvements have been made to the following high schools :Bendigo Girls', Banyule, Beaufort, Beechworth, Bell Park, Blackburn, Buckley Park, Braybrook, Broadmeadows, Castlemaine, Chadstone, Foster, Glen Waverley, Healesville, Huntingdale, Kaniva, Kew, Kyabram, Lyndale, Monbulk, Moorabbin, Mount Beauty, Nathali a, Newlands, Nunawading, Oberon , Portland , Rutherglen, Sunbury, Sunshine, Wangaratta, and Yea. The provision of suitable sites for future building requirements is in the hands of the Building and Sites Committee, on which the Secondary Schools Division is represented by an Assistant Chief Inspector of Secondary Schools. During the past year, official opening ceremonies of new secondary schools were carried out by the Minister of Education at Westall, Yea, and Kaniva, and additions were officially opened at Leongatha (assembly hall), Casterton (third section), and Essendon (gymnasium).

32 Zoning and Placement of Pupils

In order to relieve the pressure on older schools and to secure the proper development of new schools, zoning is still necessary in the metropolitan area and in the provincial cities. Placement committees are set up in each inspectorial district, with the district inspector as chairman. In the metropolitan area, the staff inspectors in charge of the five metropolitan divisions co-ordinate placement where school zones and inspectorial districts overlap. The placement committees consider the wishes of parents, distance to be travelled, transport facilities, and the capacity of the school. Special cases are considered on merits where parents wish their children to attend schools outside the zone in which they live, but the majority of parents prefer the local school. In most schools intakes have now been reduced to numbers which will enable head masters and teachers to know all pupils and yet have sufficient numbers for a full range of courses and activities. Future policy concerning placement of pupils at Melbourne High School, University High School, and Mac. Robertson Girls' High School is at present under discussion, as is also the question of the establishment of a junior-senior high school system.

STAFFING OF SECONDARY SCHOOLS There has been a slight improvement in the general staffing position again this year. At the beginning of 1966 there were 317 more trained teachers than at the beginning of 1965. The following table shows the number of permanent teachers on the 31st of March 1966, compared with numbers for previous years. Year

Men

Total

Women

I 1966

2,852

2,141

4,993

1965

2,715

1,961

4,676

1964

2,446

1,741

4,187

1963

2,264

1,595

3,859

The number of temporary teachers has also increased, as is shown by the following table :Year (At 31st March)

Women

Men

Total

1966

729

1,759

2,488

1965

678

1,640

2,318

1964

661

1,442

2,103

1963

599

1,407

2,006

i ~~~--~--

The academic qualifications of the temporary teachers have again shown an overall improvement. Mathematics, science, and English were the subjects most difficult to cover, although in the middle and senior sections of schools there was a slight improvement in the general standard. Resignations of teachers and the number of married women on confinement leave have presented some staffing difficulties. The statistics on resignations and retirements may be summarized as follows :·-----

Year

Died

\~

----~-·--------

------

Resigned

Retired Age

-~

~-

- Ill·hea=--

Total Marriage

~ I~

1965

11

1964

8

1963

5

--~~~~---------~~

I

I

i

T_oss

Other Reasons

32

32

99

520

694

32

11

62

342

455

21

7

67

257

357

Despite difficulties caused by the growing loss of trained secondary teachers, the position should improve in most subject areas, except possibly in mathematics amd science.

33 RECRUITMENT AND TRAINING 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.

APPLICATIONS AND AWARDS 1961-1966.

-

Net Awards

Applications

1962-63

I

1961-62

I

1964-65

1965-66

-··--~···--

I Applicai

1963-64

tions

! Net . Awards

ApplicaNet tions I Awards

Applications

Awards

Net

Applications

Net Awards

2,763

924

2,811

1,084

190

82

175

78

i

!

University

..

Domestic Arts

-.

.. ..

..

..

231

100

260

97

255

90

320

98

263

97

T.S.T.C. (Physical Education)

146

47

185

56

184

54

254

47

304

41

..

1,866

942

I 2,340

1,073

2,598

1,180

3,527

1,151

3,553

1,300

Art and Crafts

TOTAL SECONDARY

1,336 153

I

712 83

I

1,750

840

1,950

145

80

209

950

i

I

86 i

I

One thousand and thirty-two students were awarded Leaving bursaries and 959 were awarded Matriculation bursaries. Selections were made from 3,423 and 2,522 applicants respectively. The following tables show the distribution of secondary students in the various courses at the beginning of 1966 : -

TEACHERS-IN-TRAINING-SEcoNDARY ScHooLs DIVISION

A. College Enrolments College

Men

Secondary (Melbourne)

Women

Total

1,055

994

2,049

632

621

1,253

242

242

202

294

Monash .. Domestic Arts

92

Art and Crafts at Primary Colleges

2,059

TOTAL SECONDARY ENROLMENT

3,838

B. Non-University Course Enrolments College

Course

1. Art and Crafts

Melbourne

..

Year

..

Bendigo

..

Total Art and Crafts Students 2. Domestic Arts

i

Larnook

..

.. ..

..

i

..

---

-----~·

..

..

23 30 20 12

60 58 63

83 88 83 17

2

1 2

4 3

5 5

1 2

3

4 5

7 6

..

92

202

294

77

82 75 8

77 82 75 8

242

242

1

I

..

..

.. I . .

..

.. ..

i

'

i

i

.. .. ..

I i

I

..

92 i

10279/67.-3

5

I

I

2 3 4

···--··--~-··--···---- ---····-~-~···--~

TOTAL NoN-UNIVERSITY STUDENTS

i

·-~

i

Total Domestic Arts Students

Total

1

..

.. ..

Women

2 3 4

! I Ballarat

Men

444

536

C. University Course Enro/ments ---

T.S.T.C. Courses

University Courses -·----

1--

-

----

Women

Men

I

Monash

S.T.C.

Year

Courses

-----

--

Total

Women

Men

Total

----~-

S.T.C.

Total Women

Men

-

1--

Total

Men

Total

--Men

Women

Total Enrolment of Students

Total

---

Women

---

Monash

,-~

Men

Total

Women

Total

1-

..

Arts

..

Commerce (Melbourne) and Economics /Politics (M onash)

228 198 189 21

Ill

80 76 5

196 132 92 1

307 212 168 6

169 138 120 16

366 272 237

11

170 140 145 10

11

535 410 357 27

Total

171

465

636

272

421

693

443

886

1329

1 2 3 4

57 69 61 6

109 38 16 ..

145 98 73 6

45 27 15

1 2 3 4

58 58 44

Total Science

..

..

1 2 3 4 Total

Agricultural Science

..

..

..

Physical Education ..

..

-

193

..

24 18 11

.. 1

641 78 67 9

I

1

7

![

81 87 72 6

53

246

21 19 18 3

85 97 85 12

61

218

2 3 4

279

46

90

123

1

21 9 4

190 125 88 6

9 13 19 15

2 5 9

. .

1

..

..

..

Total Enrolment of Students

9 20 33 13

18 32 43 27

25 44 67 32

77

13

43 76 110 59

213

30

45

75

120

168

288

3 3 5

4 3 5

12 16 24 15

3 5 9

I

11 18 28 16

I

15 21 33 16

12

67

18

85

.. 2 3 .. 1 .. .. .. 6

35 29 49 17

9 13

6 3

44 42 55 20

130

31

161

87

409

56

17

73

11

65 33 19

23 14 9 ..

88 47 28

44 33 27 3

173 144 113 12

33 26 48 17

9 13

..

129 111 86 9

6 3

42 39 54 20

2 3 1

ll7

46

163

335

107

442

124

31

155

.. ..

2'

7 8 10 8

..

.. .. ..

.. I 1

. ~I

.. I .. ..

6

33

..

..

..

27

6

33

18

.. ..

.. ..

.. .. ..

6 3 2

18 11 15

61 .

15 1

Total

11

45

56

1 2 3

16 14

29 29 ..

45 43

Total

30

58

..

88

110

112

222

..

322

7 8 10 8

11

I ..

8

8 12 20 5

163

.. 2 2 2

3 2

1

1 8

34

.. I I

.. ..

.. ..

.. .. .. ..

7 6 8 6

..

..

..

..

..

.. .. .. ..

.. ..

1

24 14 17 1

.. .. 1 ..

.. .. ..

.. .. .. ..

.. .. .. ..

..

..

.. .. .. .. ..

..

45

56

..

.. ..

.. .. ..

.

. .. ..

16 14

29 29

45 43 ..

..

.

..

..

30

58

88

141

177

186

363

67

74

1,160

1,345

1,375

2,720

.. 25 25

..

1 1

..

..

1

..

22

47

22

47

..

..

..

295

194

489

.. ..

..

.. ..

.. ..

1,617

800

..

.. ..

. .. .. ..

.. .. .. ..

.. .. .. .. ..

.

-

.. 25 25

..

.. .. .. .. ..

..

..

..

.. ..

1

-

w

~

603

.. ..

.. ..

..

1

..

494

33

I

1

57

..

22

.. 47

22

47

..

..

240

582

135 363

.-i

-

760

-

.. .. ..

..

11

.

.. .. ..

.. ..

..

..

.

..

6

..

1

-

I ..

.

..

..

..

..

..

.. .. ..

..

-:

..

1

.. ..

.. .. ..

---

Education

1 --

34 56

129

.. .. ..

27

.

88 29 12 ..

i

24 14 17 1

1 2 3 4

17 32 47 27

--

Total Music

17 24 30 19

1,560

585

575 ------'--

47

46

93

342

3,302

35 Permanent teachers for the staffing of secondary schools are obtained chiefly through studentships in courses of training leading to(a) a university degree in arts, science, commerce, music, or agricultural science, followed by the first year of the Bachelor of Education course ; or (b) the Trained Secondary Teacher's Certificate (T.S.T.C.) ; or (c) the Trained Secondary Teacher's Certificate (Art and Crafts) ; or (d) the Trained Secondary Teacher's Certificate (Physical Education) ; or (e) the Trained Secondary Teacher's Certificate (Domestic Arts) ; or (f) the Certificate of Approved Training issued on successful completion of the part-time course of training for temporary teachers. Secondary Teachers' College The college still faces accommodation difficulties. The large number of teachers in training makes it necessary to use practical facilities for physics at the University of Melbourne and the Royal Melbourne Institute of Technology. The library is quite inadequate to meet the demands made on it, while office accommodation for the staff is very unsatisfactory. The development of the college site to ensure the most profitable use of the area has been discussed, and plans are being prepared. The staff of the college now consists of 32 professional officers, 42 assistants, and 2 laboratory assistants, to cater for 2,070 students. Tutorial assistance is given in 23 university subjects through 197 classes each week. As in past years, an additional introductory program of tutorials was conducted before the commencement of the university academic year, and a special testing and tutorial program was provided during one week of the university second-term vacation. Guidance to third-year students was once again provided, with programs designed to orientate them towards teaching and to give them some practical teaching experience. College examination results were generally very satisfactory. results were as follows :Pure Mathematics Ill Political Philosophy Zoology IliA French Ill Music c English Literature I, II, III, IV Psychology IliA

Some particularly good group 57 31 18 34 23 73 18

out out out out out out out

of of of of of of of

63 31 18 34 24 73 18

passed passed passed passed passed passed passed

There were many outstanding individual results, including those of fourth-year students. The Dwight Prizes and the Hugh Childers Memorial Prize in Education were awarded to college students, as was also the Julia Flynn Memorial Prize. Thirty-eight students have proceeded on studentship to the fourth year of Honours degrees. The Trained Secondary Teacher's Certificate (T.S.T.C.) course is being taken by 497 students, including 67 students in the first year who entered the course direct from Matriculation. Thirty-nine students were granted extensions to complete a fourth year of study. Eight subjects are now offered for external study, for which there is an enrolment of 68 students. These external students comprise three main groups-those who are pursuing further studies to enable them to qualify for " an approved fourth year of study", those who are pending in subjects for the Trained Secondary Teacher's Certificate, and students pending in subjects for the course of training for temporary teachers. Students in the former group have been instructed by correspondence in a range of subjects ; students in the latter groups have been set exercises, essays, and examinations. A further increase in external studies is anticipated for the future, and this will necessitate extension to library services and facilities. The Temporary Teachers' Course, organized on a one day per week basis, was offered again in 1966 after lapsing in 1965 ; 120 teachers are enrolled in this course. Although there is a great need in schools for teachers of physical education, university training facilities are so limited that it was possible to admit only 43 students to the first year of the course. In addition to his university course, each student studies an additional subject to prepare him to take his place in the classroom as a subject teacher. The third year of the course, taken after completing the Diploma of Physical Education, is a teacher-training year. Monash Teachers' College This year Monash Training Centre became Monash Teachers' College and, after some delay which caused serious problems in accommodation and organization, the new building was occupied in March 1966. The year has seen further progress in the development of the college as a teacher-training institution. The expansion of T.S.T.C. courses, the construction of the college building, and the appointment of additional staff were three major developments. The naming of the new Monash High School as a " Demonstration and Research School" to be used by the college and the Faculty of Education at Monash University has been a significant development. Studentship holders continue to take many prizes, while the extension students from primary teachers' colleges continue to perform outstandingly. In 1965 prizes were won in Latin I, Economics I, History IB, Pure Mathematics I, History of Ideas, Anthropology and Sociology 11, English II, Geography liB, German 2a, History Il, English Ill, French Ill, History Ill, English IV, History IV, Zoology liB, and Chemistry lie.

36

The T.S.T.C. course, with an enrolment of 87 students, has been organized to provide both academic and professional training. The number is not so high as anticipated because of increased success of students With in Arts I and Ill. On the other hand the failure rates in economics and science are disturbing. the appointment of a nucleus of highly qualified and competent staff, it has been possible to introduce several noteworthy features into the T.S.T.C. course. In conjunction with the Secondary Teachers' College, Monash Teachers' College has taken a leading part in the Melbourne Youth Theatre, which has produced a number of plays with outstanding success.

Monash Teachers' College

Hostel Accommodation

Hostel accommodation is provided, particularly during the early years of their courses at least, for those students whose homes are in country areas. During the past year 254 men and 194 women have been accommodated in the five hostels under the control of the Secondary Teachers' College. Unfortunately, none of these hostels is conveniently located for students attending Monash University, so these students are involved in a considerable amount of travel. Although the accommodation situation was somewhat easier in 1965, the steadily increasing number of students at Monash highlights the need for hostels nearer the Monash University than those at present available. In-service Training of Secondary Teachers

In-service training of secondary teachers is being undertaken on an increasing scale both at the Departmental level and through the activities of a group of subject and professional associations. During the past year, Departmental teachers have attended the following in-service training courses :(a) A series of regional discussion group conferences in ten subjects of the secondary school curriculum held in three city and three country centres in May 1966. (b) A three-day conference of newly appointed head masters and head mistresses in November 1965. (c) A residential semi nar for all head masters and head mistresses in January 1966. (d) Conferences and refresher courses in the following subjects :- History, geography, mathematics, chemistry, biology, agricultural science, Latin, French, music, and physical education. In addition, I 59 teachers from the Secondary Schools Division are undertaking free courses o r are on part-time study leave to improve their qualifications. There has been such a rapid development in in-service training in recent years that the absences of staff have proved a difficulty in schools. A Departmental committee has been set up to examine the field of in-service training and education, and its report is being prepared for publication.

37 Teachers of Domestic Arts

Teachers of domestic arts spend the first two years of their training partly at the Emily McPherson College of Domestic Economy and partly at the Domestic Arts Teachers' College, where the third teachertraining year is also taken. A fourth-year extension is granted to some successful students to enable them to complete the Diploma of Domestic Arts. This year there are 251 students in training, including eight Asian students and eight students doing the fourth-year course. These numbers throw a heavy strain on the accommodation at" Larnook ", which was planned to cater for a much smaller number, while the dispersed buildings make it difficult to co-ordinate Jn spite of these difficulties, excellent professional and personal standards the training of the students. are being maintained. Seventy-seven students, including seven teachers, qualified for the Diploma of Domestic Arts. Teachers of Art and Crafts

Teachers of art and crafts are attached during their training either to Melbourne Teachers' College or to a country primary teachers' college. The first two years of their course are taken at technical colleges and the third year at Melbourne Teachers' College. A fourth-year extension is granted to some students to qualify for the Secondary Art Teacher's Certificate. At present twelve men and five women are doing this fourth year. Although the minimum qualification for entry to this course is Leaving, most of the applicants who are awarded studentships have qualified for Matriculation. The training of these students is hampered by deficiencies in accommodation and the scattering of the students during the first two years of training. The future training of teachers of art and crafts is at present under discussion.

CURRICULUM AND INSTRUCTION The raising of the school leaving age and the higher educational qualifications being demanded by many employers underline the importance of higher training. Although all types of post-primary schools provide opportunities for the more able students to prepare for higher professional training, they also try at the same time, by providing a sound general education and a variety of courses, to prepare the pupil for participating in the adult world and to offer him the opportunity of discovering any latent aptitudes he possesses. At present the school curriculum is under close scrutiny to ensure that it is meeting the needs of the many types of pupils now in the schools, and it is pleasing to note that a number of schools are experimenting with both curriculum and syllabuses as a result. The academic work of the schools is supported by a wide range of extra-curricular activities aimed at extending the scope of the pupils' educational experiences, providing them with opportunities to develop powers of initiative and leadership, and preparing them to take their place in the community as responsible, adult citizens. Among these activities are those associated with sport, school excursions, drama and music festivals, student councils, and social service work. The extra work involved is willingly shouldered by devoted members of staff who appreciate the educational value of these activities in the pupils' development. English

Wide reading as a special feature in the literature section of courses for Forms I to V has been extended, with generally pleasing results. Teaching at senior level continues to be conscientious and effective, especially in Matriculation English Expression, where the results for the State high schools compare more than favourably with the overall results. Steady development continues to take place in classroom drama and the public presentation of full-length plays. Among school productions have been such plays as Arms and the Man, A Midsummer Night's Dream, Our Town, A Man for All Seasons, and The Happiest Days of Your Life. Many schools have followed the sound practice of holding drama festivals in which pupils from all levels have had the opportunity to participate. However, the work in speech arts in general is still severely handicapped by the lack of suitably trained teachers, and there is obvious need to concentrate upon developing the quality, the fluency, and the pleasantness of the speech of secondary school pupils. Jn junior classes the problem of backwardness in reading continues to exist. Many pupils entering secondary schools have a very low reading ability ; and until this lack in skill has been overcome, such pupils cannot progress satisfactorily in general school work. Several schools are now using the Reading in Colour kit, as well as older established material such as S.R.A. laboratories. So far, satisfactory reports on the effectiveness of this approach have been received, but the extended use of the Reading in Colour method is restricted because of the cost of the material. Another problem in the teaching of English to junior classes is the lack of trained and experienced teachers of English at this level. Many classes are still too large to allow the teachers to deal with the pupils' shortcomings in English individually and effectively. The reduction to half-size classes for several periods each week is long overdue. Experimental work in team teaching, topic teaching, and fluid grading continues to operate in some Correlation with other schools but is adversely affected by shortage of teachers and changes of staff. subjects such as art and music has been attempted on a small scale, but little progress has been made. Plans for the future depend materially upon the number of suitably trained teachers available, the Courses reduction in size of classes, and the provision of financial help in the field of remedial reading. of training in speech arts for secondary teachers would prove generally beneficial.

38

''I lh

Ill I I

"'

!!I

:H

'""'

University High School Assembly Hall

Modern Languages

The general trend towards greater emphasis on oral-aural techniques in foreign language teaching is exerting a considerable influence on methodology in this field . This factor has led to a reappraisal of objectives and a consequent reorientation of teaching materials. The belief that an adequate oral experience constitutes a logical basis for the acquisition of all major language skills has emphasized the advantages of introducing foreign language study into the curriculum as early as is practicable. The Education Department has continued to support the audio-lingual investigation being carried out in a number of high schools, and it is expected that these materials at the second level will be introduced in 1967 to third-year pupils. Valuable experience has been gained by an enthusiastic group of teachers, but no final evaluation can yet be attempted. The language laboratory installed in one high school on an experimental basis has proved successful ; two further laboratories will be completed in the near future and it is hoped that a ll schools participating in the investigation will eventually be provided with this equipment. Progress in widening the basis of foreign language teaching to include la nguages other than those traditionally taught has been limited owing to the problem of providing staff qualified to teach these languages. However, the incidence of German has increased considerably, Indonesian is offered in two schools, Russian in one, and Japa nese will be introduced into one school in 1967. Professional in-service training is recognized as an essential element in maintaining an efficient teaching body. The willing co-operation of the University of Melbourne and Monash University is very much appreciated, and the contribution of the conferences organized by the Education Department has been valuable. The summer school conducted by the French Government in Noumea for Australian teachers of French was again most successful and it is anticipated that the scheme will continue. Tt is also probable that a small number of teachers will be released to take up positions as assistants d'anglais in French secondary schools each year, and the experience so gained should make a significant contribution to teaching resources in that language. However, the lack of adequately qualified teaching staff is still a major problem, and instruction in some cases is below the desired standard. The Modern Language Teachers' Association continues to expand its activities and is now turning its attention to increasing its services to teachers in the country. The steady growth of the association is indicative of the value teachers place on its activities and on the benefits that accrue from membership. T he Alliance Franr;aise and the Goethe Society continue, through their various activities, to render valuable service to both students and teachers. Latin

Although there has been very little increase in the number of schools offering Latin, the subject continues to occupy a small but significant place in the educational system. In the typ ical Latin course of study the pupils a re introduced quickly to classical authors whose excellence is beyond question , whose substance is constantly referred to in Western literature, and whose literary styles were models for writers until quite recent times. The teachers are generally well qualified and conscientious in their approach, and much skilful, vital work is being done. The Teachers' Wing of the Classical Association continues to provide assistance to teachers and to foster interest in the subject among students. As well as the usual schools' night for senior students, a very well attended and most successful schools' afternoon for the pupils of Forms TU and IV was held at Melbourne High School.

39 History There have been several important developments in this subject during 1965-66. The most significant of these was the formation of a History Working Committee consisting of a number of capable, highly qualified teachers and lecturers who proceeded to revise the courses of study in history for Forms I to IV. The revised courses for Forms I and Hare now being tried on an experimental basis in a number of pilot schools and it is hoped to introduce these courses into Departmental schools in 1967. During this experimental period, a teacher, who has been seconded to the Curriculum and Research Branch, has been assessing the courses, and changes have been made in the light of teaching experience. The courses for Forms III and IV will be tried in a similar manner with a view to introducing them into schools in 1968. In revising the courses the committee has tried to emphasize the historical skills which it is hoped the pupils will acquire through the studies. The committee has also given assistance to teachers in syllabus construction, teaching methods, and testing techniques. Opportunities for the in-service training of teachers have been provided through the refresher school conducted by the Victorian Historical Association, the Regional Discussion Group Conference, and a number of one-day conferences held in various country centres. ln senior forms, where the teachers are usually well qualified and trained, much successful work is being done and the results achieved by the pupils at external examinations are generally very good. On the other hand, at the junior level, while there are signs of improvement in the quality of the teaching, the staffing situation continues to create difficulties which tend to retard progress. History rooms, which can be very valuable centres for the teaching of the subject, continue to be well developed in many schools. Geography The introduction of new courses, the preparation of which was noted· in the previous report, was the most significant development in the subject during 1965-66. In junior secondary classes a much greater emphasis has been placed on practical studies of the local community and on the use of sample studies in regional geography. The new courses are so constructed that they allow teachers a wide variety of choice both of material to be taught and of teaching methods to be used in its presentation. It is intended that these courses will increase children's capacity to use maps and other geographic materh.Js, and will give more effective training in observation and in the use of techniques. The Education Department's committee on secondary school geography has continued to meet and has given considerable assistance to teachers through bulletins and correspondence. The work done by this committee has encouraged teachers in both metropolitan and country schools to establish regional geography committees which meet regularly for discussion and presentation of papers. Work in the schools this year was aided by the appointment of a part-time officer to the Curriculum and Research Branch. This officer assisted teachers with the development of programs in field work and observational activities and did preliminary work in the revision of syllabuses in higher forms. The main problem still remaining in the teaching of this subject is the lack of properly qualified geography teachers for junior secondary classes. Changes in courses prescribed by the Victorian Universities and Schools Examinations Board will necessitate further in-service training programs and further progress in providing equipment and instructional materials for geography rooms. The inadequacy of rooms and the unsuitability of furniture in many schools, which were noted in the previous report, have received some attention, though a substantial improvement has not yet been achieved. Science During the past year, the program of equipment buying and classroom building under Commonwealth grants has developed. Several buildings have been completed and are in use, while a very large quantity of specialized and general equipment has been distributed to every secondary and junior technical school. Selection of items for purchase has been carried out by panels of teachers working in conjunction with Departmental officers. The new physics courses have made an auspicious beginning, and plans for full-scale introduction of the B.S.C.S. biology course are well advanced. This course becomes the official biology course in 1967. Several teachers and professional officers have been seconded to help develop new courses and materials, to assist in writing new local textbooks, and to help to provide administration and services for the development of science teaching. Many divisions of classes in Forms V and VI have become necessary as schools find large numbers of pupils requesting physics, chemistry, and biology. This has caused heavy demands on staff and adds to the difficulties in a field in which recruiting is not easy and retention of trained personnel is difficult and competitive . Television teaching has helped to guide classes in junior science, at which level there are teachers with limited training or influence. Some in-service training has been directed towards helping these teachers to develop necessary skills. Mathematics The most notable move during this year has been the progress towards implementation of new courses prescribed by the Victorian Universities and Schools Examinations Board. Though it is not intended that schools should introduce the new course until 1967, teachers have been encouraged to familiarize themselves with the new material and to carry out experimental work in the classroom. The Curriculum and Research Branch has co-operated by providing guidance notes and has also given most valuable assistance in the conduct of several in-service training programs for teachers. Some schools have implemented sections of the new courses at Form II level and above.

40 Television lessons continue to play a prominent part in supplementing the work given in the classroom, and this year broadcasts have been made for Forms I, II, and V. An innovation this year has been the establishment of a number of centres of communication where teachers can meet to discuss questions concerning courses and teaching methods. Of these, 22 are in country areas and 19 are in the metropolitan area. Reports from the first meetings held at these centres are most encouraging. The shortage of trained qualified teachers continues to be a real problem in spite of a slightly increased number from training. More pupils are studying mathematics at higher levels, and it is very difficult for some schools to provide enough competent teachers to give efficient instruction, particularly in the middle school. Mathematics Summer Camps

The annual Departmental camps for about seventy girls and a hundred boys were conducted at Geelong and Somers respectively. Once again, the participants for these camps and for a similar camp run by the Mathematical Association of Victoria at Harrietville were selected on merit from a very large number of applicants. At each camp, some difficulty continued to be experienced in finding sufficient qualified volunteer staff, but with some program adjustments and willing, versatile work by the staffs, each camp was again a splendid success.

Commercial Subjects Experimentation, revision of courses, and evaluation of procedures have been the dominant features associated with planning future development of commercial education in secondary schools. In an attempt to broaden courses in Forms Ill and IV and fit commercial education at these levels more closely into a pattern of general education, experimental work in both General Business Education ·and Typewriting and Communication has been conducted in a number of schools. In General Business Education, a major aim has been to provide learning experiences which will enable pupils to participate intelligently as future members of a community in which they will make a direct contribution, both as citizens and as members of the work force. On acquiring touch-typing techniques, pupils studying Typewriting and Communication will be encouraged to use this skill to develop the art of composing at the typewriter and to reinforce basic language studies undertaken in English. There is a definite trend towards delaying the introduction of shorthand until Form IV. In one school an experiment is being carried out in an attempt to establish the relative merits of three different shorthand systems. A few schools offer Personal Typewriting as an elective to pupils in Form Ill or Form IV of professional streams. In schools with a large Form V enrolment, increasing numbers of pupils from non-commercial Form IV classes are commencing a two-year course of study in accounting. These pupils are urged to continue studying mathematics, now regarded as a desirable background for pupils proceeding to tertiary studies in both accounting and economics. Teachers of economics are presenting the revised economics course realistically, and are making effective use of many periodicals available. ·A recent publication, Journal of Economics for Schools, has been prepared especially for use of pupils in secondary schools. Sets of typewriting error charts and wall charts concerning basic teaching topics have been prepared recently by the Visual Education Centre, and these aids have been used to advantage in many schools. A group of teachers attended a successful programmers· workshop organized after school hours from the 4th to the 8th of July. This activity provided an opportunity for participants to learn the theory of programming, and to prepare a number of frames on selected topics in commercial subjects. Representatives from high schools in Geelong and the Western District participated in the successful Regional Discussion Group Conference organized by the Education Department from the 23rd to the 27th of May for teachers of commercial subjects. Teachers in a number of metropolitan high schools attended a one-day lecture series given on commercial education in general by a visitor from England, Mr. B. W. Canning, Director of Studies, Pitman's Colleges. Inexperienced teachers were given assistance at a three-day conference organized by the Victorian Commercial Teachers' Association early in Term II. Co-ordinators and teachers of commercial subjects are encouraged to evaluate aims, objectives, teaching techniques, and testing methods, and regular faculty meetings are held in many schools to carry out these aspects of the evaluation program.

Art Continued development in experimental work in practical art involving an increasing range of more resistant and manipulative materials has revealed the limitations of existing art rooms in many secondary schools. Planned and furnished for the more limited courses in operation some ten to fifteen years ago, these rooms no longer provide adequately for the changing scene in the progressive art room of today. By skilful improvisation and initiative, many enthusiastic teachers have been able to cope very successfully with the situation where classes are not unduly large ; but in other instances the larger classes place undesirable restrictions on both pupils and teachers. In schools where the larger room in the third section practical wing has been made available for art, excellent results have been achieved in room organization and the use of three-dimensional materials, while the proximity of the boys' craftrooms has been an added advantage. In an increasing number of schools, particularly in the smaller country schools, the use of an art display in the school foyer and corridors continues to be a special feature and plays an important part in presenting an attractive view of the school to visitors and parents. In some schools special display cabinets have been provided by interested parent organizations for this purpose, and the craft and art departments have co-operated, with excellent results.

41 In addition to the stimulating kinds of practical art actlvittes, the increasing availability of high quality reference materials and facilities for their effective use are enabling teachers to give added reality to the development of art sensitivity, appreciation , and understanding, and pupils are responding to their new and exciting visual art experience. More teachers are seeking rapid and effective means of making fuller use of the growing volume of colour slides which are now becoming more readily available, and they frequently supplement school facilities from their own private collections. Increasing use is being made of visits by classes to exhibitions of art as an aid to art education, and numerous country schools have taken groups of pupils to Melbourne and large country centres for this purpose.

Art Class at Caulfield High School

The increase in the staff of the Education Office of the National Gallery through secondment of additional selected teachers from secondary schools has resulted in a n important significant growth in the activities of this organization, so that both metropolitan and country pupils are enjoying valua ble opportunities to see and hear about works of art not otherwise available to them. The a nnual Regional Discussion Group Conference in art a nd crafts, held this year a t Ballara t, again afforded teachers from the western area of the State valuable opportunity for discussion and exchange of ideas and for keeping up to date with contemporary developments in their special field .

Domestic Arts During the year there bas been considerable activity in this field. Preparations for the first Australian conference in home economics, to be held in Melbourne in September, have been given much time and thought ; visits by overseas teachers, including two from Sierra Leone and Barbados, have been mutually beneficial ; the part-time research assistant has made a valuable contribution to domestic arts subjects ; and teachers from a ll branches have worked in close liaison to further their welfare. Problems associated with accommodation and staffing remain, although there have been significant improvements in both areas. The need for additional facilities in those schools where there is a large enrolment of girls is urgent, particularly as the subject is developed in the senior forms. Experimental courses of study are being conducted in city and country schools by a number of teachers. T hese courses are being closely watched a nd evaluated. The publication of additional teaching texts, the setting up of a comprehensive reference and resource lending library by the Home Economics Teachers' Group, and the formation of country regional groups of teachers for discussion have provided valuable assistance to the teachers of domestic arts. The future appears bright. Improved accommodation, an adequate supply of trained teachers, improved facilities, revised courses of study, improved in-service training schemes, and the development of the subject at all levels in the school should further strengthen the place of domestic subjects in the school curriculum.

42

Cookery Class at Coburg High School

Ca mberwell High Schoo l C hoi r

43 Needlecraft

A progressive step in the subject has been the rev1s10n of existing courses in needlework by the Standing Committee for Art and Craft and the publication of new courses in the Handbook of the Victorian Universities and Schools Examinations Board in 1966. Because of the increased importance given to the study of materials and original design in this widened subject, the name has been changed at all levels to Needlecraft. Although the course has been enthusiastically received in the schools, and pupils are responding well to the increased scope for an individual approach, it was expected that some transitional problems would arise. To meet these problems, a residential seminar in needlecraft was held in September 1966 at the Burwood Teachers' College, at which participants engaged in workshop activities and discussion groups and enjoyed illustrated talks by experts. The Home Economics Teachers' Group continues to be very active in promoting the welfare of the subject through various means, including the bringing together of small groups of teachers in private homes for discussions on the teaching of needlecraft. Teachers of needlecraft have been encouraged by the generous service of many commercial firms in providing a variety of teaching aids. Boys' Crafts

Woodwork, metalwork, and mechanical drawing continue to gain in popularity as the need for a more liberal educational program is realized ; these subjects have gained in status, and increased demands will be made on present facilities in any projected broadening of the curriculum. Inevitably, additional rooms and increased supplies of equipment and materials will be required to meet future needs. The most spectacular development has been made in the teaching of metalwork ; the provision of more opportunities for advanced study in this field is providing an increasing number of highly skilled teachers who are adequately equipped to develop the subject to the highest level. In both crafts the emphasis is on creative activity and educational development, rather than on the narrow pursuit of tool skills. The increasing range of high standard work is a reflection of these aims, and a proof of highly successful teaching. The difficulties of supply of equipment and materials give reason for concern, but the continued enthusiasm and initiative of dedicated teachers have enabled development to continue, with the result that these subjects are now available at Leaving Examination level in many of our metropolitan and country high schools. Mechanical drawing is being introduced into the curriculum of a growing number of schools. In general, high standards are being achieved in drafting procedures, and the sound knowledge of production drawing and practical geometry being given is of great value to the allied subjects of the curriculum.

Music The development of music in schools is continuing, and where there are qualified and trained teachers generally fine work is being done. Though doing their best, unqualified teachers usually lack the music scholarship and the teacher training required to achieve the desired standards in their work. Their number is being reduced gradually as the students in training complete their degree course in music. Also, each year several music graduates join the Department from outside. There is a steady increase in the number of schools in which musical appreciation is being offered as a subject for the Intermediate and Leaving Examinations, and several schools are taking a small group at Matriculation level. In 1966 the new course of study in music for Form II was introduced and has been welcomed as a valuable sequel to the Form I course introduced in 1965. Again the emphasis is on learning to read, write, and create through practical music-making, which takes place in class singing and in the playing of simple instruments. Examples of music literature representative of the various periods in the history of music are included for guided creative listening, which is assisted by the application of the music skills being developed throughout the course. In most schools all pupils in Forms I and 11 are being given two periods of music each week. Many also include one period for all in Form liT, some allow one period for Form IV, and an increasing number one period for Forms V and VL The quality of extra music activities is strongly influenced by the basic training received in the classroom and is also reflected in the standard of choral work achieved in massed singing at school assemblies and school functions. School choirs, madrigal choirs, concerts, house choral festivals, and an increasing number of area choral festivals all continue to be outstanding features of the work being done in extra activities. At the Dandenong Festival of Music and Art held in 1966 the senior girls' choir from Bentleigh High School won the Garfield Cup for the highest aggregate in any choral section Oakleigh High School won the junior choir section, Mentone Girls' High School the madrigal choir section: and Camberwell High School the school choir section. All were highly praised for the quality of work presented, while Bentleigh High School was invited by the Australian Broadcasting Commission to present a session of choral music over the air. Some schools have produced a Gilbert and Sullivan Opera, and Melbourne High School presented " The Beggar's Opera ", for which the school's own orchestra provided the accompaniments. Some schools have their own brass bands. . !he dev~lopment of instruf!lental ~ usic, which beg~n in. _1964 with the appointment of visiting spec1ahsts, contmues. Th1s year nmeteen c1ty schools are bemg VIS!ted and the scheme is also in operation at Belmont High School, Shepparton Girls' School, and all schools in the Bendigo area. The full range of orchestral instruments is being offered, and each school is forming its. own orchestral and band groups, while in some areas a combined schools orchestra is being formed. In all this work, co-operation has been received from parents and heads of schools, and the music warehouses have given every assistance in aiding children to purchase their own instruments. The Education Department has given to Vermont High School and Maribyrnong High School a set of orche~tral instruments comprising four violins, two violas, two violoncellos, one double bass, two flutes, two clannets, two trumpets, and two B-flat and F trombones. It is hoped to extend this assistance to a limited number of selected schools each year.

44 At the end of Term I a day conference for music teachers was held at Mac. Robertson Girls' High School. Over one hundred and fifty teachers and a number of students in training attended. Demonstration lectures were given, using children from four different schools as class members. A combined instrumental group from the Box Hill area performed to demonstrate the progress being made in instrumental teaching in the schools. Area groups, each under the leadership of a senior music teacher, have been formed throughout the city and in the Geelong district. These were instituted to provide an opportunity for faculty discussions and also to assist in the organization of area music activities. This idea has been welcomed by teachers and will be extended gradually to all country areas. Though much still has to be achieved, especially in the classroom, there is an increasing interest in, and a desire for, school music on the part of heads of schools which will strongly influence the progress made. Physical Education

The staffing position remains the most serious problem . The reduced numbers in training caused by university quotas and the high resignation rate among women teachers make it impossible to staff the schools adequately unless some supplementary training scheme is introduced. A committee has been formed to discuss the problem of training an adequate number of teachers. The seminar conducted by the Physical Education Staff of the Education Department is held early This is in February at the Beaurepaire Centre, University of Melbourne, when facilities are available. also an appropriate time for curriculum planning since the material to be taught in the current year is then prepared. The seminar, attended this year by two hundred men and women from metropolitan and country high, technical, and girls' secondary schools, provided opportunities for valuable discussion and practical application of the school program. The Physical Education Centre also provides assistance and advice during the year on any phase of the subject material, facilities, and equipment for the teaching of the subject.

Gymnasium at Essendon High School

The outstanding feature of the year is the development of indoor facilities to allow for continuous teaching of the subject. Instead of the need for improvisa tion during inclement weather, the program may now go on as planned so that its quality and quantity lead to the necessary all-round development. With the co-operation of the community and school and Departmental authorities, assembly hallgymnasiums are bei ng planned and constructed as part of the school development program in some schools, while in others a physical education wing is being included in the building plans. Both these features give an opportunity for the installation of equipment that provides the motivation necessary for the achievement of the objectives of physical education.

45 Recent developments of the curriculum are influencing all sections of the schools. Some schools are taking physical education at Sixth-form level, while the pressing demand for after-school activities has emphasized the recreative and leisure-time value of physical education, although placing heavy demands on the specialists in the schools. An increasing number of schools have elected to do physical education in the third and fourth years as a university subject. It is becoming increasingly difficult to provide a suitable recreative program during the sports period. Lack of facilities for greater numbers does not allow for individual guidance towards the true "carry over value " programs. Many schools are finding form sport a more successful learning experience under these restricted conditions. The problems of giving every child a suitable physical education program are apparent, but gradually, in schools where phy&ical education is given its rightful place in the school curriculum, these problems are being solved.

SPECIAL SERVICES Part-time Instruction

Evening classes covering a wide range of vocational and cultural subjects and using the facilities and equipment provided in secondary schools have been established, principally in country districts. The evening classes established in 1963 at University High School and in 1964 at Box Hill High School to provide instruction in Leaving and Matriculation subjects for adults have proved so popular and successful that similar classes have been established this year at Kew High School and Strathmore High School. Staffs for these classes are recruited from teachers in metropolitan secondary schools. As in previous years, very good to excellent examination results are being obtained with these classes. Classes in Dutch, Indonesian, Italian, Japanese, and Russian are held on Saturday mornings at University High School and 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 those languages not normally available in schools. Secondary Correspondence School

Correspondence tuition is provided in the common secondary school subjects from Form I to Form VI standard. At the Form I level the subjects have usually been restricted to algebra, geometry, Latin, and French, but from 1966 courses in English, history, and geography will also be available. These subjects will be extended to the Form II level in 1967. A new course in mathematics to conform with the new Departmental syllabus is also being prepared for 1967. Tuition is available for students in remote places, 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, pupils 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 173 physically handicapped students enrolled ; those in the metropolitan area in their own homes or in institutions are visited by a staff of two part-time teachers. The growth of the secondary section is shown in the following table :GROSS ENROLMENT ----

------~-

--·--

1963

Form

1964

1965

1966

I ..

286

313

340

248

11 ..

130

135

148

162

Ill ..

445

359

334

404

IV ..

486

598

604

566

V ..

1,150

1,206

I, 152

1,006

VI ..

979

943

1,065

1,227

3,476

3,554

~--------------------·----·---

Totals

..

I

!

The total gross enrolment at the school 1s Secondary Students Primary Pupils I.T.C. Students

3,613

3,613 590 315 4,518

Staffing consists of 64 secondary teachers assisted by a team of 24 outside correctors. Correspondence students may also take advantage of two radio sessions per week broadcast over 3AR and all regional stations. In addition, short-wave radio lessons to fifty-four high schools and twelve individual listeners are provided from the school's own broadcasting studio. During the year, twenty-three staff members broadcast 282 radio lessons over Station VL3RT, the technical side of the broadcasts being handled by the Radio School of the Royal Melbourne Institute of Technology.

46 Psychology and Guidance

It has been the aim of this branch to keep its role as flexible as possible so that it can adapt to changes in educational and psychological thought and practice. The increased interest in the welfare of the individual child has influenced the work of the branch because teachers have sought assistance in the diagnosis and the treatment of educational weaknesses to a far greater extent than in the past. Although most schools now conduct their own intake testing, the branch has assisted by making tests available, by making grade surveys, and by training teachers in survey techniques. Teachers continue to show strong interest in the part-time course " Guidance Techniques and Practices", and teachers generally are keen to plan, with the assistance of consultants from this branch, their own programs for overcoming learning problems within the classroom. In this field the work at Buckley Park and Preston East continues to be particularly significant. Allied with this work is the fostering of a " pastoral system" similar to the one in use in some New South Wales schools by which each pupil in the secondary school is linked more closely with a teacher. Although counselling on a systematic basis is being undertaken in a number of schools, the investigation and the treatment of individual cases of educational or social maladjustment remain very important parts of the work of the branch. The number of referrals from secondary schools during the year was 1081, or 20 per cent of the total. Staffing remains a problem. The loss of experienced staff to more lucrative posts in tertiary institutions and industry seriously weakens the resources of the branch, even although its overall strength may be maintained by recruitment. Libraries in Secondary Schools There has been a further welcome development in libraries in secondary schools, and an increasing awareness of the importance of the library and its resources in the educational program. The visits paid to schools by a teacher-librarian very experienced in secondary schools and working under the supervision of the Library Services Officer have been most valuable and beneficial to both the schools and the librarians. There are 315 high schools and girls' secondary schools with central libraries and 112 of these have at least one person employed full-time on library work. The bookstock in these libraries now totals approxima tely 1, 185,000 (381,000 fiction, 804,000 non-fiction) and reflects the sharply increased expenditure on the library in most schools. In 1965- 1966, approximately $159,460 was spent on books. Following on the increasing use of the library and the development of its resources, plans have been prepared for the provision of additional accommodation in the larger, fully developed schools in order to relieve the pressure on the present library facilities ; in some schools an additional room has been taken over as a senior library.

Library at Me lbourne High School

47 The staffing position has improved considerably. Not only are more librarians being appointed, but their qualifications and library training are considerably better and more of them are being employed full-time on library duties. Consequently the library situation, although still not ideal, has shown very significant improvement in finance, bookstock, accommodation, and staffing. Visual Education 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, and geography, 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. 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 centre also plays an important part in the in-service training program for secondary teachers by providing equipment, staff, and material for the annual regional conferences and seminars. In addition, secondary teachers attend the workshops and projection training classes organized by the centre. The increasing degree to which secondary schools are making use of the centre's facilities is instanced by the fact that this year nine additional secondary schools joined the motion film borrowers' library. In keeping with this increase was the greater number of projectors installed in schools during the year. One reason for this development has been the introduction of the Physical Science Study Committee films as an essential feature in the teaching of certain topics in the new course. There are 1088 copies of P.S.S.C. films classified as" essential films" and distributed on a prearranged schedule to 60 centres throughout the State. Radio and Television in Secondary Schools For the purpose of developing and co-ordinating radio broadcasts and telecasts, the Department maintains four full-time liaison officers attached to the Australian Broadcasting Commission. Radio broadcasts for secondary schools are given in music, English, French, German, history, economics, and science. Unfortunately, the listening audience, and particularly the audience in the junior forms, is small. However, better preliminary publicity and the use of information booklets have led to a greater use of the broadcasts at senior levels, particularly where systematic use of the tape recorder has made it possible to overcome the problem of the inflexible time-table. The most popular broadcasts are those directly related to set courses or examinations and there is a ready sale for the scripts of these broadcasts. The period 1965-66 has been a most fruitful one as far as the television service for secondary schools is concerned. The year has been one of close co-operation between the Victorian Branch of the Australian Broadcasting Commission and the Education Department of Victoria, resulting in a wider service and a greater utilization of the service by schools than has ever been achieved in the past. In Victoria, the level initially chosen for programming into was Form I, with two mathematics teachers on full-time release, three mathematics teachers on part-time release, and three science teachers on part-time release to assist. In addition, teachers were released as required to assist in subject planning. To afford schools greater time-table flexibility and to enable parallel forms to view programs, each mathematics and science program was transmitted four times. The A. B. C. regional television network enabled schools in most parts of Victoria to use the television service. Apart from the existing transmitters (ABV2 Melbourne, ABEV1 Bendigo, ABRV3 Ballarat, ABLV4 Gippsland, and ABGV4 Shepparton), additional transmitters (ABA V1 AI bury /North-eastern Victoria and ABSV2 Swan Hill) were opened by July 1965, so that 95 per cent of Victoria is now within viewing range of a transmitter. The following series of programs were available for secondary schools in 1965-1966 :Form VI Mathematics, Form V Music, Forms V-VI French, Form V English, Form VI History, Form V Biology, Form V Physics, Forms 1-lll Science, and Forms I and Il Geography. During 1965-1966 schools were able to purchase television sets under subsidy. It is becoming clear that many schools require more than one receiver to cater for their needs, and will continue to do so even after an economically priced video-tape recorder becomes available. Evaluation of locally produced series is based on the subjective opinions of viewing teachers. Fully controlled objective testing is not possible because broadcasts are so numerous and frequent, and the " feedback " is required so soon after transmission that such evaluation procedure is virtually impracticable. The subjective assessments are obtained from completed report forms returned to the liaison officers. The findings of the evaluations to date are that in general terms the junior secondary mathematics and science programs are being very well received in schools and they appear to be making a valuable contribution to the teaching of these subjects. National Gallery Education Office This year, the National Gallery Education Office, which is staffed by nine part-time education officers seconded from the Department who are well equipped to cater for extra-mural activities in education, was able to expand its program and give valuable assistance to students and teachers of art at primary, secondary, and tertiary levels. Among its activities is a lecture program within the Gallery. This is becoming increasingly popular, and 7700 pupils and their teachers from 263 high schools made Gallery visits during the year. The education officers have made considerable advances in the technique of teaching appreciation of original works of art, and have been experimenting with discussion groups to supplement their program of lectures. Extension lectures on Gallery material were given to pupils sitting for public examinations. Accommodation at all of the six lectures, which were held in the Public Lecture Theatre and at the Ballarat Art Gallery, was fully used.

48 The Travelling Art Exhibition brings the function of an art gallery to country children by transporting works of art to students who find it impossible to visit the Gallery. The two exhibitions cover the State to its remotest corners. " The Sea and the Shore " was seen by 12,400 students and " British Painting " by 800 students. As the work of the Education Office becomes more widely known, teachers and pupils have made more use of the office as a place of reference concerning art education. More than 200 letters have been answered and much Gallery material has been circulated. Schools have been circularized every month with items of Gallery and art news. Other important aspects of the work of the Education Office have been the preparation, in conjunction with the Visual Education Centre, of colour transparencies of works of art, with teaching notes, and a set of thirty wall charts on Oriental Art. Folders of illustrations of Gallery works with authoritative text have been prepared for distribution, but the development of this work is hampered by lack of adequate finance.

Religious Education Religious education in secondary schools is given principally by voluntary instructors, many of whom are members of the clergy. Seventy-six per cent of secondary school pupils received religious education, but a lack of suitable personnel has meant that in some schools classes are not provided for. A major activity of the Council for Christian Education in Schools has been the provision of pre-accreditation training courses as well as refresher courses in teaching methods. Officers of the Council have given helpful supervision to instructors in the classroom. Full-time chaplains have been appointed to high schools at Dandenong, Heidelberg, and Macleod in the metropolitan area and Hamilton, Mildura, Shepparton, and Traralgon in the country, while two technical school chaplains take some classes at Ballarat East and Sale High Schools. A new appointment to Frankston High School is envisaged for 1967. Jn addition, deaconesses are responsible for religious education at the Footscray and Heidelberg Girls' Schools, the Ballarat Girls' High School, and Maribyrnong High School. The chaplains and the deaconesses are responsible for the cla~s teaching of Christian education, are available for pastoral counselling, and wherever possible participate in extra-curricular activities in their schools.

The Victorian High Schools Head Masters' and Head Mistresses' Association This association continues to give valuable service in promoting fellowship among the beads of the schools and assisting in professional matters that concern them. The membership has now grown to approximately 236. The residential conference held during the last week in January 1966, and attended by most members, was 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 helped to strengthen the liaison between the Department and the Association . Outside organizations, 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 ed ucation activities.

Cafeteria at Sunbury High School

49 Parent-Community Interest in Education The level of public interest in education remains high, with parent organizations in schools taking an active part in stimulating community interest. This activity is seen at both local and State levels, with parent organizations taking individual action in single schools on some occasions. On other occasions, groups of schools combine, while other schools combine with such community organizations as Rotary and Apex in joint activities. The Victorian Council of School Organizations continues to play a valuable part in co-ordinating school activities in many parts of Victoria and in developing organization which brings representatives of schools together on a district basis in both metropolitan and country areas. These groups provide a valuable contact between primary, secondary, and technical schools in the districts in which they function, a number having been developed where secondary schools have recognized the importance of regular contact with the feeder schools in the locality. As in previous years, executive members of the Victorian Council have made many visits to school functions and parent group meetings in individual schools, as well as district association meetings. Following the success of the one-day seminar conducted in Benalla in 1965, in which discussion centred on education problems facing country children, a second discussion on the same theme is planned for Hamilton late in 1966. These gatherings substantially overcome the difficulty experienced by country residents in attending city conferences, and with the seminar members working in small groups there is detailed discussion by individuals on a scale not possible in the formal atmosphere of a large conference assembly. Executive members of the Victorian Council of School Organizations maintain close contact with administrative officers of the Department and, in personal discussions, are able to help in the solution of some problems not so readily resolved by correspondence. The Council also plays a valuable advisory role in supplying representatives of parent opinion on the advisory committees recently established by the Chief Inspector of Secondary Schools, i.e., the Curriculum Advisory Board and the Consultative Committee. CONCLUSION The Secondary Schools Division continues to have problems associated with staffing, accommodation, equipment, and curriculum planning, and the search for their solution imposes a heavy strain on members of the Administration and the staffs of schools. The appointment of two additional Assistant Chief Inspectors to replace the Staff Inspectors was a recognition of the fact that administrative duties have been multiplied many times by the tremendous expansion during the last few years. Their appointment has made it possible to reorganize the work of the Secondary Schools Division into five major areas with an Assistant Chief Inspector in charge of each one. Regular meetings with the Chief Inspector have enabled the Assistant Chief Inspectors to keep in touch with the work in all areas. I am grateful to the Board of Inspectors of Secondary Schools whose duties increase in complexity and volume each year. The experimental scheme of biennial inspections has been replaced by a scheme of triennial inspections which, combined with advisory and assessment visits, must be critically examined before being finally accepted. Individual inspectors continue to play a prominent part in revising courses, stimulating developments, assisting with conferences, and preparing reports. During the year, the following new inspectors were appointed ; Miss A. E. Cameron, Mr. I. M. Hall, Mr. D. F. Dee. During the year, the Secondary Schools Division suffered a serious loss in the death of Mr. John W. Sanderson, Head Master of Geelong High School. During the same period, the following heads of secondary schools retired after long and valuable service to schools and communities :-Miss Daphne L. Barrett, Mac. Robertson Girls' High School ; Miss Dorothy Steel, Bendigo Girls' Secondary School ; Roy W. Andrews, Camberwell High School ; Frank M. Alexander, Glenroy High School : Leslie J. Bowe, McKinnon High School ; George S. Findlay, Mornington High School ; George S. Ormandy, Ringwood High School; Robert W. Thompson, Essendon High School ; and James J. Tyler, Colac High School. Throughout their service, all of them showed devoted energy and conscientious attention to detail, making an invaluable contribution to secondary education. During the same period, many respected senior members of staff, both men and women, retired after many years of faithful service. During the year several inspectors have been given the opportunity of visiting other States, and Mr. N. Gill has been awarded a scholarship for study of educational administration in Canada. Mrs. V. F. Steele has been on long-service leave, and Mr. G. K. McLaren and Miss A. J. Pollock have returned from their long-service leave. Parents and other interested members of the community continue to play an increasingly active part in school development. Advisory councils, mothers' clubs, parent and citizen associations, and parentteacher associations are playing a significant part in developing our secondary schools through their everwilling co-operation and generosity. To all these groups, to the heads 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.

10279/67.-4

50

REPORT ON TECHNICAL EDUCATION By J. L.

KEPERT, M.E.E., B.MECH.E., B.SC., M.I.E. AUST., M.J.MECH.E., M.I.E.E., M.A.C.E.,

Chief Inspector of Technical Schools Introduction The period 1965-66 has not been, in most respects, one of great change but rather a time of continued expansion, consolidation, and preparation for 1967, when many courses will be substantially revised and when some marked changes in organization are likely to take place. Perhaps the most significant feature has been the widening recognition of the importance and the worth of technical education in Victoria. Increased funds are being allotted for its development, more communities are demanding technical schools, more students are seeking admission to technical courses at all levels, more industries are requesting new courses to meet their needs for trained personnel, and more employers are offering greater remuneration to successful students from technical schools.

To one who has worked in the field of technical education for many years, the change in public attitude is almost dramatic and certainly most gratifying, and is indicative of a new era of greater prestige and more adequate resources. Although the accelerated development of science and technology has been of marked importance, not the least of the factors contributing to the change have been the sound planning of the founders of technical education, the dedication of the administrators and the staffs of technical schools, and the continuing encouragement and assistance given by the more enlightened sections of industry. Backed by the wider recognition, the added assistance, and the changing concepts of organization and planning, the future of technical education in Victoria appears to be most encouraging.

NEW CONCEPTS IN ORGANIZATION Victoria Institute of Colleges As a result of the recommendations made in the Martin Report of August 1964 on tertiary education in Australia* and an Act of Parliament dated the 9th of June 1965, one of the most important developments during the past year has been the establishment of the Victoria Institute of Colleges, the objects of which (as set out in the Act) are : (a) to serve the community and in particular the citizens of Victoria(i) by fostering the development and improvement of tertiary education in technical, agricultural, commercial, and other fields of learning (including the liberal arts and the humanities) in institutions other than the univer~ities of Victoria; (ii) by assisting and encouraging affiliated colleges to develop and improve tertiary education to meet the needs of the community in general and enrolled students in particular ; (iii) by awarding degrees, diplomas, and other awards to enrolled students of affiliated colleges who have attained standards approved by the Institute at examination in courses approved by the Institute : Provided that no degree shall be awarded by the Institute to any enrolled student unless that student has successfully completed a course of study which is comparable in standard (though not necessarily similar in kind) to that required for the award of a degree at the universities of Victoria ; (iv) by fostering the general welfare and development of enrolled students ; {v) by making arrangements for the transfer of enrolled students between affiliated colleges ; and (vi) by entering into arrangements with universities and other institutions for the recognition of work done by enrolled students at affiliated colleges and for the recognition of work done at universities and other institutions by the affiliated colleges and the Institute ; (b) to provide such facilities for the aforesaid objects as the Council deems necessary or conducive for their attainment.

An interim council consisting of representatives of Parliament, the Education Department, universities, technical colleges, and industry and commerce was appointed, with Mr. Willis Connolly, Chairman of the State Electricity Commission, as President. Subsequently Dr. P. G. Law was appointed as Vice-president and Chief Executive Officer. At its first meeting the Interim Council decided to make the Institute a reality by affiliating a number of colleges as soon as possible. Accordingly it proceeded to lay down initial standards of building, staffing, and equipment for affiliation ; to inspect various colleges ; and to affiliate colleges that met the initial standards. As a result, Bendigo Technical College, Caulfield Technical College, Footscray Technical College, Gordon Institute of Technology (Geelong), Royal Melbourne Institute of Technology, School of Mines and Industries (Ballarat), and Swinburne Technical College are now affiliates of the Victoria Institute of Colleges. The Interim Council has continued to meet regularly to discuss policy concerning the future development of tertiary education in affiliated colleges, and to consider recommendations for its own operation and development. Commonwealth Advisory Committee on Advanced Education In August 1965, Senator J. G. Gorton, Minister in Charge of Commonwealth Activities in Education and Research, announced the establishment of the Commonwealth Advisory Committee on Advanced Education, under the chairmanship of Dr. I. W. Wark, to" make recommendations to the Commonwealth Minister as to the distribution of funds available for support of both capital and recurrent expenditure for projects recommended by the Institute of Colleges or State Governments and accepted by the Commonwealth as suitable subjects for support in colleges of advanced education ". Of particular interest also was Senator Gorton's statement that the Commonwealth will assist colleges "to strengthen and expand their diploma courses, but it does not intend to support financially their conversion into universities under another name". The Victoria Institute of Colleges has established close liaison with the Commonwealth Advisory Committee, and early in 1966 it submitted an estimate of the financial requirements of tertiary technical education for the 1967-69 triennium. • Tertiary Education in Australia (Report of the Committee on Tertiary Education in Australia to the Australian Universities Commission). 1964.

51

Production Engineering at R.M.I.T.

Physical Chemistry Laboratory at Swinbu r ne Techn ical Schoo l

52 Commonwealth Technical Training Grants

The Commonwealth Government has also made arrangements to consider the needs of the States in fields of technical education other than advanced education. Additional finance has been made available under the States' Grant (Technical Training) Act 1965. This finance has been greatly appreciated and has made possible the erection of new buildings, the extension of existing buildings, and substantial additional purchases of special technical equipment and library books. Advisory Council on Technical Education

With the establishment of the Victoria Institute of Colleges to advise the Minister on tertiary aspects of education, it was decided to reconstitute the State Advisory Council and to revise its terms of reference. The Advisory Council on Technical Education will now keep under continuous review, and advise the Minister of Education on, the organization of technical education in Victoria, with particular reference to(a) courses of trade and technician training and other training required for industry ; (b) the provision, on a regional basis or otherwise, of institutions providing training at different levels and the co-ordination of the work of such institutions ; (c) the training of apprentices in technical schools ; (d) the development of courses for the training of technicians ; (e) facilities for training apprentices and technicians ; (f) such other specific matters as the Minister may from time to time refer to the Council. In carrying out its functions, the Council will maintain contact with the V.I.C. and representatives of industrial, commercial, and other appropriate organizations.

SCOPE AND SCALE OF OPERATIONS The following summary serves to illustrate the scope and the complexity of technical education in Victoria at the end of the period under review. 1. Schools and Colleges (a) Total 96 (85 Departmental ; 6 council-controlled ; 5 registered).

(b) Eighty-one provide secondary technical courses (58 for boys only ; 22 for boys and girls ; I for girls only). (c) Thirty-three provide diploma classes (14 full diploma ; 19 part-diploma). (d) Six are mono-type schools (William Angliss Food Trades School ; Melbourne School of Hairdressing ; Melbourne School of Painting, Decorating, and Signcrafts ; Melbourne School of Printing and Graphic Arts ; Victorian Railways Technical School ; and Melbourne School of Textiles). (e) Three have special trade centres (Collingwood T.S.-boot trades and building trades ; Richmond T.S.-automotive trades ; Prahran T.S.-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) (51,000). (b) Certificate courses-technician and sub-professional (1,000). (c) Diploma courses (7,000). (d) Miscellaneous classes. 3. Part-time Classes and Approximate Enrolments (73,000) (a) Preparatory vocational courses (3,000). (b) Secondary and secondary /technical courses. (c) Trade courses (30,000). (d) Trade technician, higher technician, and sub-professional courses (ll ,000). (e) Diploma courses (6,000). (f) Post-diploma courses. (g) Miscellaneous classes, including adult extension classes (14,000).

BUILDINGS AND EQUIPMENT It has been particularly difficult to cope with building requirements during the period ; achievement has fallen far short of aspiration.

It had been hoped that by building only one new technical school in 1964 substantial progress could be made in providing long-awaited modifications and extensions to schools already established. However, apart from the impetus given to the development of senior technical schools by the provision of Commonwealth funds, comparatively little progress has been made in overcoming the backlog, and for the first time it has not been possible even to initiate provision of the first stages of the three new schools opened in 1966.

53 At this stage it appears that the schools in question (Knox Technical School, Shepparton South Technical School, and Northcote Technical School) will have to remain in temporary accommodation for a much longer period than usual. The first section of the co-educational technical school at Mitcham which was opened in 1964 has been completed, using standard light timber construction with brick veneer and tile roofing as exterior Buildings started, using finishes. When completed, the school should prove to be most attractive. normal funds, included the second and the third sections of Horsham and Doveton Technical Schools, a full section for girls at Mildura Technical School, and a large steel and concrete administrative or classroom block at Sale Technical School. Projects begun last year and completed this year included the new boys' section at Warrnambool Technical College, the second and the third sections at Benalla Technical School, the Fifth-form extensions at Altona North, Aspendale, Tottenham, and Watsonia Technical Schools. Commonwealth technical-training grant funds have been used to provide extensions to the Melbourne School of Printing and Graphic Arts and to the applied science and chemistry buildings at Swinburne Technical College ; to complete the new trade block at Preston Technical College ; to remodel the main building at the Melbourne School of Hairdressing ; to start a new classroom for apprentices and an amenities block at Richmond Technical School ; to convert the Singer Building to school use at the Royal Melbourne Institute of Technology ; and to purchase additional buildings for the latter institute. Approved technical colleges conducting tertiary-level courses have been encouraged and given financial assistance to draw up a master plan for continuous development over a long period and, more immediately, to plan buildings for the 1967-69 triennium, when additional Commonwealth aid for advanced education will be provided. Further special grants have been allotted for a variety of purposes, such as the erection or the extension of assembly halls, canteens, shower pavilions, tennis-courts, site works, and the like. Works completed include a large assembly hall at Geelong West Technical School, additions to assembly halls at Box Hill and Moorabbin Technical Schools, and canteens at Sebastopol and Swan Hill Technical Schools. Commonwealth technical-training grant funds have again enabled substantial improvement to be made of equipment in technical schools generally.

FINANCE As the following statistics indicate, additional funds have been made available for maintenance and equipment. However, the comparative advantage has been offset to a large extent by an increase in the scale of operations and by increased costs. 1.

MAINTENANCE GRANTS

Year

1963-64

1964-65

1965-66

- - · · · - - · · · · - - - - - - - - - - - - - - · · · · - - · · · - - ~------'------1-----$

Grant Actual Increase Percentage Increase ..

.• I

2.

$

$

6,310,000

6,730,000

7,771,683

710,000

420,000

1,041,683

12·68

6·66

15·48

FEES

Year

Fees

Percentage Increase ..

1963-64

Year

Grant

..

..

1964-65

1965-66

$

$

$

200,000

..

100,000

During the period an additional $759,038 from Commonwealth technical-training grants was spent on the purchase of equipment.

54

Mitcham Technical School

Library at Coburg Techni cal School

55

STAFFING OF TECHNICAL SCHOOLS Staff in Technical Schools and Colleges Teaching staff numbers increased by 12 per cent during the period 1965-66. establishment at the 30th of 1une 1966 was as follows : Departmental

Council-employed

Full-time

Men

•

<

!

Women ----~-------~·---·---~---·-·-

The teaching

3,632

58

835

147

Full-time

Part-time

688

1,976 209

-~~------:-~-------~--1------1--------

4,467

Total

205

2,185

At the same time, teaching hours and class sizes have been further reduced, with the overall number of students per teacher falling by I ·9 to a record low figure of 13 ·9. Another feature of interest has been the increasing contribution being made by women teachers ; the percentage of women teachers in Departmental technical schools has risen from 16·9 in 1965 to 18·3 in 1966. During the period, improved opportunities for promotion have been provided through a considerable increase (almost 70 per cent) of senior teaching positions in Special Class, Class I, and lecturer ranges. At present there are 141 such positions, as distinct from administrative posts, in technical schools directly controlled by the Education Department. Notwithstanding the generally improved position, there are still serious shortages of qualified and trained teachers in fields such as engineering, humanities, mathematics, and science. The ratio of temporary teachers to permanent teachers is still a cause for concern, although a large proportion of the temporary teachers are qualified and proving to be very successful. Technical Teachers in Training Apart from teachers of English and social studies, and some teachers of mathematics and science, most technical school teachers are trained at the Technical Teachers' College. At this college enrolments have doubled since 1959. The 1966 enrolment of 679 is 20 per cent above the 1965 total, and the highest increase for many years.

Enrolments for 1966 are as follows :Students under Education Department Awards Technical Studentship Holders Student Instructors1st year .. 2nd year .. Other Students Temporary Teachers Council-employed teachers Sponsored Overseas Students Instructors Sponsored by Other Government Departments Instructors Sponsored by Industrial Organizations Private Students

Total

121 145 110

213 61 10

10 3 6

679

A total of 266 students completed the training course in December 1965. Of these, the numbers who met the full requirements of academic qualification, industrial or trade experience, and teacher training for the award of certificates were : 78 Trained Technical Teacher's Certificate Trained Trade Instructor's Certificate . . 117 Student instructors, although highly skilled and well qualified in particular trades, generally enter teaching with a less adequate general educational background than do other new teachers. The opportunity to repair this deficiency by providing a training course more adequate to the needs of student instructors has been sought for some years. An increase of teachers' college training time from six hours a week to twelve hours a week from the beginning of 1966 has now provided this opportunity. Although it is still too soon to assess the effectiveness of the extended training program, there are already some favourable indications of its value. In spite of some temporary building additions it is still not possible to accommodate all college classes in rooms on the college site. Nor is it possible in the classrooms available to conduct the type of training that should be regarded as essential for the efficient training of teachers for technical schools. In addition, offices, library, toilets, and general service facilities are quite inadequate for the present enrolment. A new and much larger building designed to meet the specific needs of the college training program is a very urgent need.

56 The decreasing proportion of well-qualified teachers in a still rapidly expanding education system is having its effect on the staffing of the college. There are not enough suitable applicants for junior and some senior staff positions, and this year, as in recent years, it has not been possible to fill all vacancies from within the teaching service. Recruitment of student instructors for training as trade instructors generally presents no problems, and it is usually possible to employ high standards of selection. On the other hand, it is still difficult to recruit enough studentship holders to undertake professional courses involving three years to complete Furthermore, the diplomas, then two years of industrial experience, and one year of teacher-training. number of people who relinquish their studentships to enter industry is significantly high and a cause for considerable concern.

COURSES AND INSTRUCTION 1. Diploma Courses

Although no major changes have occurred during the period, all diploma courses are under review with the intention of introducing substantially revised courses in 1967. Considerable thought is being given to ways and means of reducing the total hours of class instruction in order to provide students with more time for library work, tutorials, and individual assignments, of coping with knowledge that is accumulating and changing in the fields of science and technology, and of modernizing the technical content of various courses. Art, applied science, catering and hotel management, commerce, engineering, fashion design and production, and nutrition and food service courses continue to attract increasing numbers of students and to provide trained personnel who for most part are readily accepted by industry.

An interesting comment on sandwich-type training-and a typical expression of appreciation-is to be found in the following excerpt from a letter recently received from a large public company which has about 80 cadets taking a wide variety of university and technical college courses in Victoria and New South Wales : " In the light of our experience we are able to judge the merits of the various courses and thought you would be interested to learn that the sandwich course which has been provided by your Department at the Footscray Technical College has proved It has enabled us to provide good practical experience, which we feel to be most successful in the training of technical staff. can be of a much better standard than is possible with most of the part-time courses because we are able to give sandwich-course cadets worth-while assignments and responsible work. " " We are also very appreciative of the co-operation which exists between our people and the staff of the Footscray Technical College .. .. . . . . . . . . and it is felt that we should take this opportunity to express our appreciation of the way in which your Department is assisting us to develop much-needed technologists and future executives."

Increasing enrolments have intensified the problems of staffing and accommodation, but the provision of Commonwealth funds has enabled further improvements in equipment required for diploma courses.

Cookery Class at Glenroy Technical School

57

2. Technician Courses As with diploma courses, the period has been one of preparation for change rather than actual change. Two types of technician courses are at present available in Victoria-trade technician courses, which are comparatively recent in origin, and certificate courses or advanced-type technician courses, which are of longer standing. The trade technician courses, which are be taken concurrently with apprenticeship courses, are available in automotive, building, electrical, mechanical, production, and steel fabrication trades ; certificate courses, which have entry standards similar to diploma courses, are available in the fields of building construction, chemistry, civil engineering, electrical engineering, and production engineering. Most of the existing courses need to be revised in the light of experience and the changing needs of industry. Technician training generally is a subject of considerable interest and investigation in all advanced industrial economies, and considerable reorganization and extension of this type of training is likely to occur during the next decade. Industry is rapidly realizing that it is not using many of its technologists to the full potential of their training, and that technicians with less training could be used to carry out many jobs at present being done by professional people. Furthermore, the increasing complexity of industrial processes is creating a need for technicians to bridge the widening gap between skilled craftsmen and professional engineers-technicians who will be able to communicate with both the craftsmen and the engineers. Preliminary investigations are under way at present in Victoria, but some time is likely to elapse before a new structure of technician training is devised since there are several major problems to be solved. These problems include the wide disparities in the levels of training required for a continuum of positions, the questions of status and acceptance, and the determination of the ideal ratios of tradesmen, technicians, and technologists. 3. Apprentice Courses Over the past three years apprenticeship enrolments have per cent per year. While almost all trades continue to share in the greater rate than others. Enrolments in hairdressing, for example, in 1966, and in vehicle trades (panel-beating, spray-painting, and same period.

continued to increase by about twelve increase, some have increased at a much have increased from 92 in 1963 to 1,307 body-building) by 58 per cent over the

As a result of the increases, accommodation problems exist in turning and fitting, vehicle trades, motor mechanics, hairdressing, boi1ermaking, and printing courses. Extensive additions to the Melbourne School of Printing and Graphic Arts have been completed, but in the other trades problems will continue until projected works are completed. The latter include a northern suburbs motor trade school ; boilermaking, panel-beating, and electrical trade extensions at Noble Park Technical School ; and extensions to trade workshops at Box Hill Technical School. At present the regional colleges are accommodating about 40 per cent of all trade courses. If diploma courses continue to expand as anticipated, it will be necessary to transfer much of the trade work to other schools-probably to centres such as Geelong East, Croydon, Sunshine, and Shepparton. Block-release training, by which apprentices spend continuous periods of two or three weeks at school, has been considerably extended in place of the normal system of day-release training. Approximately I ,900 apprentices in motor mechanics, vehicle, and building trades are training in this manner at present. These include 500 apprentices from country areas, whose travel and accommodation are subsidized by the Government under the provisions of the Apprenticeship Continuous Course Regulations. Courses are under constant review to ensure that instruction is kept up to date in the changing practices in the various trades. Commonwealth funds have made possible further improvement in the variety and standard of equipment in many workshops. Schools taking apprentice classes for the first time in 1966 include Mooroolbark Technical School (turning and fitting) and Watsonia Technical School (motor mechanics). 4. Secondary Technical Courses The provision of differentiated programs to meet both the needs and the varying abilities of students continues to be a feature of secondary technical schools. Uniform formal examinations have almost disappeared at lower levels, and schools generally are using cumulative assessment. Techniques of assessment and reporting are the subject of considerable experiment and difference of opinion. Although considerable enterprise is being shown by teachers in developing progressive approaches to the teaching of English and social studies, the shortage of trained and experienced teachers imposes severe limits on the progress being made. As foreshadowed in the previous report, revision of English syllabuses is well under way, and it is anticipated that experimental syllabuses will be available for use in 1967. No action has yet been taken to revise social studies courses. The pilot courses in the " new mathematics " introduced in 1965 proved to be successful, and the new syllabus became an optional syllabus for all schools in 1966. At the same time pilot courses for Form 11 were started in the schools that had previously undertaken the Form I pilot courses. With the extension of the revised general science courses to Form IV level, similar but flexible science courses are available for both boys and girls. The new courses generally appear to be arousing much greater interest and achieving better results than the former courses. A major revision of farm courses at Form IV and Form V levels is nearing completion, including the addition of wool-classing and the extension of instruction in farm mechanics.

58

Science Class (Gi r ls) at Ringwood Technical School

O akle igh Te chnical Schoo l Gym nasiu m

59 Integrated multi-activity programs have almost replaced the separate activities of art and craft, and a new art wing has been planned to accommodate these programs. Consideration is being given to introducing a pilot course integrating solid geometry and technical drawing at Form IV level. Trade teachers continue to take advantage of the freedom allowed in planning programs, and there has been a marked development in the variety of work produced by the students. More schools have been provided with specialist teachers, and physical education departments now exist in 75 schools. Many schools have only one physical education teacher, instead of two, and approximately half the total staff consists of semi-trained temporary teachers. Outdoor facilities, grounds, and hard-surfaced areas are generally well supplied, but adequate indoor facilities are often lacking, particularly in the older schools. Provision for physical education units has been made in the plans of two new schools, and it is likely that these units will be provided for all new schools and in extensions to existing schools. Adequate provision is made for sport in most schools, and there is considerable interest in both inter-school and intra-school sport. Pilot courses in programmed sport for each form will be conducted in several schools in 1967 with a view to providing more intensive training in skills in a variety of sports.

APPRECIATION OF SERVICES I am most appreciative of the continued interest and support of the many people and organizations outside the service that have made technical education their special concern. Their advice and assistance have been invaluable. I am thankful too for the co-operation and enterprise shown by teachers generally, the principals of schools, the members of school councils, the Board of Inspectors, and the members of my office staff. To those who have given more than their due, I am especially grateful.

61

STATISTICAL INFORMATION INDEX TO TABLES The tables

In

this report are numbered according to a decimal system as set out below. •

Primary Secondary Technical

I Subject

Item -

i

Victorian System

School

The School System in Victoria Secondary Education in Victoria

Schools Students

..

Types, Classes, Numbers, Enrolments

..

Average, Gross, and Net Enrolments

..

..

Compulsory Attendance . . Senior Technical Enrolments

.. ..

Number of Teachers Employed Qualifications .. ..

..

Census Enrolments

I Teachers

.. 1

Finance

.. I Vote Expenditure

.. .. ..

Summary .. Administration .. Co-ordinate Activities .. Instruction .. .. Operation of School Plant .. Maintenance of School Plant Auxiliary Costs . . .. Fixed Charges .. .. Capital Expenditure .. Revenue ..

Registered Schools

.. ..

Numbers and Types Children Teachers

.. .. .. .. .. .. .. ..

..

.. ..

I

·-'I

Primary Schools I.

·00

·01

1 ·1

..

1·2

..

2·10 2·20

.. ..

.. ..

..

..

.. .. ..

..

i

I

I I

I

.. ..

I

I

·02

.. ..

..

.. ..

..

..

..

.. ..

3·22 ·221-3·229

3·21

..

5·01 5·0 5·1 5·2 5·3 5·4 5·51 5·6 5·7· 5·8

Secondary Schools

..

4·11 4·31

.. .. .. .. .. .. .. .. .. ..

!

I

I

Technical Schools

I ·03

.. .. ..

..

I

I i

I

3 ·131 3·132 3·133

..

3·31 13 311-3. !8

4·12 4·32

4·13 4·33

.. ..

5·03

.. .. .. .. .. .. .. .. ..

Sub-totals Including Registered Schools

·07

.. ..

.. .. 3·17

.. .. ..

.. ..

..

.. .. .. .. .. .. .. ..

i

..

3·77

..

i

I

.. .. .. ..

..

.. .. .. .. .. ..

62

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 teacher. may be appointed to schools in accordance with the fo11owing scale:-

Head teachers

Net Pupil Enrolment Classification Non-training School

Training School

Special

505 or more

580 or more

Oass I

260-504

300-579

11

95-259

100-299

Ill

Less than 95

20- 99

IV

Less than 20

Higher Elementary Schools.-These are schools that have permanently organized primary and secondary grades under a primary head teacher. Central Schools and Classes.-These are schools that have permanently organized primary and secondary grades under a primary head teacher. The first two years of the secondary course of education are provided. Most pupils then proceed to Form Ill in a high school or girls' secondary school. Consolidated and Group Schools.-These are schools, located in the country, that have permanently organized primary and post-primary classes under a primary head teacher. 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 classified on the basis of the classification of the head of the school. Head masters and mistresses may be appointed to secondary schools in accordance with the following scale :-

Classification

Special Class I Oassll

Net Pupil Enrolment

• .

i

Metropolitan area : at least 600 at least 500

• Country area : At least 150 I Less than 150

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 full-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 TABLE 1.1 THE SCHOOL SYSTEM OF VICTORIA PRE-SCHOOL>

<

PRIMARY

X

(GRADES)

SECONDARY

(FORMS)

SECONDARY

SCHOOLS

> UNIVERSITY

II

I Ill TEACHERS' COLLEGE

POST -PRIMARY

3

2

5

4

6

t

Ill

11

AGRICULTURE 11

I Ill TECHNICAL

AGE:

5

6

7

8

9

10

11

12

13

14

15

16

17

18

0\

w

64

TABLE 1.2

SECONDARY EDUCATION IN VICTORIA

SECONDARY HIGH SCHOOLS

p

R

I M

A R y

TECHNICAL

STANDARDS

1.

VICTORIAN UNIVERSITIES AND SCHOOLS EXAMINATIONS BOARDINTERMEDIATE LEAVING MATRICULATION

A

• •

2.

EDUCATION DEPARTMENTPROFICIENCY JUNIOR TECHNICAL

t

CD

INTERMEDIATE-

Girls' Secondary

C..,

Consolidated

~

Technical

~

LEAVING-

Girls' Secondary Technical

D

[I]

65 Table 2 ·10-:N"umber of Schools in Operation on 1st August 1965

Classification of Schools and Enrolments Type of School and Classification

Number of Schools

Census Enrolment (Senior technical enrolment excluded.)

PruMARYt-

Special Class Class I Class II Class III Class IV Correspondence

126,442 118,671 42,049 30,211 6,364 551

182 295 245 719 491 1 1,933

Schools Included in the Above ClassificationSpecial* Group Consolidated .. Central (Secondary) Central (Post-primary) Central .. Classes Higher Elementary Correspondence

324,288

42 4 28 14 3 4 8 1

59 1,057 416

1,532 1,933

Total Primary

325,820

SECONDARY-

HighSpecial Class .. Class I Classll

Ill

90,309 26,405 3,528

73 20

120,242 185

204 I

Correspondence Girls' SecondarySpecial Class .. Class I

7 9

Central (Secondary) Central Classes Higher Elementary

14 4 8

4,518 3,253 16

7,771 2,681 84 543 221

Total Secondary

131,506

TECHNICAL,,_

Special Class Class I ..

30,933 13,693

49 32

44,626

Council-controlled Schools, Colleges, or InstitutesBallarat School of Mines Bendigo School of Mines Gordon Institute of Technology Prahran Technical School Royal Melbourne Institute of Technology Swinburne Technical College

1 1

410

1

1 1 1

706 961

OtherTechnical Section of One High School .. Total Technical TOTAL

91 87

46,794

2,241

504,120

Royal Melbourne Institute of Technology provides NOTES.-Primary and secondary correspondence courses are provided by the same school. tuition by correspondence also. t Does not include Somers Children's School Camp, Police Depot School, State Schools' Nursery, and six schools at penal establishments. • Special Schools listed are :-Aboriginal 2; Hospital 3; Experimental 1 ; Institutional 12; Physically Handicapped 13; Mentally Handicapped I I.

'li Nine technical schools or colleges have no junior sections.

10279/67.-5

66 Table 2 · 20-Size of Schools at 1st August 1965 Senior Technical Enrolments Excluded Total School Enrolment at 1st August 1965 Schools

PrimarySpecial Class Class I Class II Class Ill Class IV Total Primary with Secondary or Post-primary SectionsSpecial Class Class I Class II Class Ill Total .. Correspondence . . TOTAL PRIMARY

SecondaryHighSpecial Class Class I Class II Total .. Correspondence ..

Girls' SecondarySpecial Class Class I Total TOTAL SECONDARY

Technical*S pecial Class Class I Council-controlled TOTAL TECHNICAL

TOTALS, ALL SCHOOLS

~

21-34

35-99

307

2 376

100-199 200-299 300-3991400-599 600-799 800-999 _1_000__ 19_9_9 1-----

!55

6 74

ii1

40 143

102

-----------------------523

307

378

!55

4

80

127

184

102

· io

I

3 6

6

6

23

6

23

6

-----------------------4

9

10

7

6

I

---------------------------1----1·---523 307 382 163 89 137 191 108 7 26 -------------------1----1----

I

2

10 22

3 13

40

4

55

6

I

-------------------1----1---16

27

20

32

44

56

6

I

-------------------1----1---2

2

5

4

- - - - - - - - - - - - 2 - - - - - - - ___6____ - - - 1 - - - - 1 - - - - -------------------------------1----27 23 19 38 49 56 6 ---------------------1----

2

I 5

17 16

18 3

I

I

34

22

-------------------1----1---2

6

---s23 ----m- 385184119 ~1----uJ ---u9

10

92

14

NoTE.-* Four Special Class technical, two Class I technical, and three council-controlled technical institutes or schools have no second1U7 junior technical enrolments. Therefore they have not been included in this table.

67 Table 3·131-Enrolments, Senior Teclmical Schools, Year ended 31st December 1965 Classification

Full-time Students(!) Diploma Courses .. (2) Other Full-time Professional Courses (3) Trade Courses (4) Other Courses Part-time Students TOTAL INDIVIDUAL ENROLMENTS

Men

Women

Total

5,439 225 866 148 60,281

1,187 494 80 290 18,720

6,626 719 946 438 79,001

66,959

20,771

87,730

Table 3 ·132-Enrolments, Senior Technical Students, Term 1, 1966 --·~------

--~····--~···

-~--------

Classification -~--···

..--

Men

Women

5,904 432 318

1,199 500 385

Total

J

Full-time StudentsDiploma Courses Professional Certificate Courses Trade and Other Full-time Courses

7,103 932 703 8,738

Part-time StudentsPreparatory Courses Diploma Courses Certificate Courses Technician Courses Art Courses Trade Courses Commercial Courses Domestic Courses Other Part-time Courses .. Single Subjects ..

i

TOTAL

I

2,629 5,621 8,253 1,635 633 28,472 929 1 3,809 5,768

2,784 6,032 8,934 1,636 1,366 29,941 1,978 670 4,702 15,342

155 411 681 1 733 1,469 1,049 669 893 9,574

73,385 64,404

-----

17,719

82,123

Table 3·133--Gross Enrolments (First Term), Junior and Senior Technical Courses Year

Junior

Senior

50,990

82,123

I

Total

--------------------------------- --------------:------------------· 1966

-------·-

133,113

-----~··-----··---··--··------

68 Table 3 ·17-Number of Individual Children under Instruction at School

The number of individual children, State and registered primary and secondary schools, at the 1st of August 1965 was as follows :Under 6 years of age

58,508} 686,726 541,064

Between 6 and 15 years of age 15 years of age and over

87,154

Table 3 · 77-Compulsory Attendance at School

Prosecutions during the Year ended 30th June 1966 Number of Prosecutions

I

Convictions Obtained

Withdrawn

Dismissed

I

Not Proceeded with-

Fines

Costs against Department

$ 4,274

2,834

1,132

61

247

In the preceding year the number of convictions obtained was 2,263 $5,068.40.

NOTES ON

1965

CENSUS TABLES

7,745.20

Nil

the fines amounting to

(3·21-3·232).

1. All tables relate to State schools only. 2. The pupils at the school for the blind ; the school for partially-sighted children ; the schools for deaf children at Prahran, Kew, Burwood, and Ballarat ; the special schools for the mentally retarded at Montague, Kangaroo Flat, Fitzroy, Footscray North, Travancore, Janefield. Kew Cottages, Croxton, Hillside, Ormond, Mitcham, Moorabbin West, Ballarat, and Pleasant Creek ; and other special schools at Marathon Spastic Centre, Geelong Hospital Spastic Centre, Austin Hospital, Royal Children's Hospital, Yooralla (Carlton), Yooralla (Balwyn), and Royal Park could not easily be classified in the usual age-grade distributions, but the age distributions have been shown under the sub-beading "Certain Special Schools" in the table relating to primary schools (3·21). 3. Tables relating- to pupils in post-primary schools (Tables 3·221 and 3·222) should also be referred to when estimating the total number of pupils in schools administered by the Primary Schools Division. 4. In a number of tables, particularly those relating to primary schools, the numbers to the left of those in black type indicating the normal age for grade are, for simplicity, considered to refer to accelerants, and the numbers to the right of those in black type to retards. These tables relate to the lst of August, and they include children undertaking correspondence tuition and children in opportunity grades and special schools. 5, Table 3·21, relating to primary schools, includes 946 pupils in 56 opportunity grades, and children in institutional, orphanage. and hospital schools, schools for the deaf, and other special schools. It does not include the adult males at Pentridge Special School, other gaol schools, and the school at the Police Training Depot.

6. Table 3·228, relating to junior technical schools. includes 91 pupils in one multi-purpose high school who are undertaking the technical-school course. 7. As part-time students may enrol in more than one course, the total figures shown in the summaries of relevant tables may be slightly higher than the net number of persons enrolled.

Table 3 · 21-Census Enrolment-Primary Schools AiC Last Birthday (as at 1st August 1965) j-~--

Group

Grade

Under

5.0-5.11

6.0-6.11

7.0-7.11

8.0-8.11

22,384 20,801 43,185

23,348 21,527 44,875

3,605 2,673 6,278

211 132 343

5

1

2

3

.. ..

..

.. .. ..

..

.. ..

..

Boys Girls Totals

.. ..

I 4

s 6

7

8

..

..

.. .. ..

Totals ..

..

.. .. ..

.. ..

.. .. ..

.. .. ..

..

.. .. ..

Pupils in Certain Special Schools (Ungraded) Correspondence Enrolments

TOTAL PRIMARY ENROLMENT

..

..

'

.. ..

Boys Girls Totals

.. .. .. .. .. .. .. .. .. .. .. .. ..

Boys Girls Totals Boys Girls Totals Boys Girls Totals Boys Girls Totals Boys Girls Totals Boys Girls Totals Boys Girls Totals Boys Girls Totals

553 556 1,109

.. .

Boys Girls Totals

.. ' Boys Girls Totals

..

..

.. ..

..

.. .. ..

.. ..

.. ..

.. .. .. ..

.. .. ..

.. ..

2 2

..

.. ..

.. .. ..

.. .. .. .. ..

----

..

.. .. .. .. ..

.. ..

..

.. .. ..

..

.. .. .. .. .. ..

.. .. ..

..

..

.. .. .. .. ..

..

2 2

..

..

-

..

1,189 1,502 2,691

.. .. .. ..

18,796 18,026 36,822

9.0-9.11 jto.

49 33 82 310 175 485

1,254 1,666 2,920

17,749 17,053 34,802

4,337 3,005 7,342

3 2

1,388 1,823 3,211

17,1591 16,303 33,462

5

11

28 9 37

4 3 7

15

5 20

60 30 90

28 21 49

18 7 25

71

51 20 71

--- :---

418 247 665

43 114

4,460 3,196 7,656

531 272 803

6 I 7 10 4 14

22 2 24 --80 31 46 11 42 126

..

3 3 2 I 3 4 2 6 12 1 13

I

.. .. ..

.. .. .. .. .. ..

..

.. ..

·--

1 6 7

..

.. .. ..

:-..

.. .. ..

..

'.

..

.. .. .. .. ..

..

.. ..

I 1

..

.. ..

I

639 395 1,034

82 55 137

19 9 28

1 2

6 5 11

1,487 1,842 3,329

15,054 14,739 29,793

4,895 3,528 8,423

757 521 1,278

120 75 195

9 8 17

3 7

20 8

10

28

10 17 27

5 8 13

1 1 2

1

6 7 13

11 14 25

1 1 2

.. .. ..

.. ..

..

..

I

1 1

..

1

24,434 22,530

..

4,592 3,308 7,900

.. .. ..

..

·-

1-

..

..

..

..

45,946

I 23.665 21,654

..

.. .. ..

.. 45,319

122,960

21:~53

..

.. .. ..

I 22,328

.. 44,213

..

20,718

43,046

..

.. ..

39 41

..

..

.. .. .. .. ..

20 22

..

23,658 22,367 46,025

23,370 21,776 45,146

23,358 21,317 44,675

22,582 21,007 43,589

20,295 18,395 38,690

5,708 4,007 9,715

924 618 1,542

176 110 286

13 ll 24

8 22 30

28 21 49

56 35 91

71 60 131

104 56 160

112 86 198

138 83 221

158 90 248

148 92 240

145 100 245

196 107 303

113 70 183

48 22 70

1,325 844

38 23 61

39 35 74

36 38 74

28 25 53

31 28 59

24 26 50

22 30 52

11 17 28

18 16 34

24 22 46

5 5 10

6 16 22

282 281

22,450 20,847 43,297

24,634 23,099 47,733

23,765 22,465 46,230

23,502 21,857 45,359

23,501 21,431 44,932

22,744 21,116 43,860

20,475 18,515 38,990

5,867 4,116 9,983

1,087 734 1,821

396 239 635

131 86 217

54 38 92

561 578 1,139

..

23,908 22,038

24,539 23,029 47,568

..

95,946

46,964

22,384 20,803 43,187

.. ..

..

..

553 556 1,109

--

Totals

Average Age Yr. Mth.

6-1 6-1 6-1

---7-8 7-7 7-7

--

16,129 15,683 31,812

.. ..

50,206 45,740

..

1,497 1,796 3,293

..

.. .. .. .. ..

---

..

..

4,021 2,762 6,783

1

11 Sub-totals

11jts.

11112.0-1

167,560 153,996

.. ..

..

169,167 155,121

..

.. .. 80

.. ..

42

.. 321,556

.. 2,169

.. 563

.. 324,288

8-8 8-7 8-8 9-8 9-7 9-8 10-9 10-7 10-8 11-9 11-8 11-8 13-{) 13-3 13-1 14---{) 14-3 14-l

.. ..

.. .. .. .. .. .. .. .. ..

..

0\ \0

70 Table 3 · 22-Census Enrolment-Secondary Schools and Classes (Grand Totalst Inclusive of Tables 3 · 221 to 3 · 228) i Form

Group 10

12

!I

13

14

15

3

:

I

!

171

16

I

18

20

19

0

21 and Over

.b "'"

I'

..

I

..

II

..

I II

..

IV

..

V

..

VI

c orres-

ponde-nce Pupils

sub-totals T OTALS

Boys .. Girls Totals ..

12 ll 23

..

..

Boys Girls Totals ..

..

..

Boys .. Girls Totals .. Boys Girls

..

74 30 104

1,522 12,615 1.704 12,002 3,226 24,617

5,973 3,629 9,602

1,259 1,439 2,698 5

12 7 19

..... .

!I

9 20

..

4 2 6

23

•.

1,178 637 1.815

.. .. .. ..

12 11

..

6,536 4,997 11.533

..

.. ..

..

1,711 13,974 1,835 12,997 3,546 26,971

..

..

-

8 2 10

.. .. ..

.. .. .. ..

Boys Girls Totals ..

130 85 215

..

.. ..

Boys Girls Totals::

1,396 859 2.255

..

..

Boys .. Girls Totals::

6,403 4,639 11,042

14,936 14,291 29,227

14 12 26

.. .. .. ..

Boys .. Girls Totals ::

1,698 1.840 3,538

1,716 1,854

....

.. ..

.. ....

..

3,570 132,818

13

..

..

.. .. ..

.. .. .. .. ..

.. .. .. .. ..

I

382 1,388

66 22 88

4 3 7

9,560 8,736 18,296

4,106 2,341 6,447

605 265 870

45 6 51

4

837 960 1,797

6,210 4,155 9,365

2,415 1,206 3,621

432 119 551

44 7 51

350 1,936 443 1,802 793 13,738

1.207 537 1,744

202 40 242

8 11 19

5 7 12

5 7 12

10,762 7,364

5,032 3,305

1.694 672

1,006

5 2 7

1

41.166

..

.. .. .. 1

9 17 26 •

21,927 21,828 i 17,692 19,365 • 19,338 14,066 41,292

..

5

17 32 49

!

I

..

.. .. 3 8

I

i

17 16 33

11 15 26 • 16.670 16,148

8

.. ..

..

!

31.758 -~-18,126

..

.. ..

.. .. .. .. ..

..

1 1

..

7 7

249 49

2U98 17,749

..

..

8.971 6,456

8

3,737 2,832

..

1

.. .. ..

1

15,589 12,801

3 3

21 I 22

29 7 36

..

1 I

..

..

3

..

23,493 20,511

..

..

I

24583 . 21:727 i

..

..

8

29 4

3L -,

8,337

2,366

45

298

33 i

a

~

~"