Legislative Assembly for the ACT: 2002 Week 1 Hansard (13 December) . . Page.. 244 ..
Mr Wood presented the following papers:
National Road Transport Commission Annual Report 2001
Commissioner for the Environment ACT-Annual Report 2000-01.
Cultural Facilities Corporation-First quarter 2001-2002-pursuant to subsection 29 (3) of the Cultural Facilities Corporation ACT.
Indigenous education-performance report
MR CORBELL (Minister for Education, Youth and Family Services, Minister for Planning and Minister for Industrial Relations): For the information of members, and in accordance with the resolution of the Assembly of 24 May 2000, I present the following paper:
Indigenous Education-Third report to the ACT Legislative Assembly on performance-six monthly report to 31 August 2001.
I ask for leave to make a statement in connection with the report.
MR CORBELL: I am very pleased to present the third six-monthly report on performance in indigenous education. The report covers the period to 31 August 2001. I would like to remind members that these reports were initiated by a Labor Party resolution back on 24 May last year. The Legislative Assembly then agreed that the Minister for Education would issue six-monthly reports on performance in indigenous education. Two such reports have since been tabled in the Assembly. I am pleased that the government is able to continue this reporting.
Indigenous education continues to be a real concern in the ACT-as it is in the rest of the country. The government recognises that indigenous students have various needs that can be addressed within the wide net of support programs for all students at risk of not achieving optimal education outcomes. Additionally, the government recognises that indigenous students have more specialised needs that require more targeted assistance.
In relation to indigenous education, the government has committed to put workable strategies in place to ensure that educational outcomes for indigenous students improve; to develop strategies to improve retention rates for indigenous children in the mainstream education system; and to ensure that education and training programs are linked to real job opportunities for indigenous job seekers.