Page 235 - Week 01 - Thursday, 14 February 2019
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of our government school system, are counterproductive. If we only have access to non-government schools, it stands to reason that it is those schools that we end up understanding and getting to know better.
I have received criticism from the AEU and the minister for only highlighting the good work done by non-government schools, but there is a failure to acknowledge the significant challenges that we have had in accessing government schools. I have spoken very warmly in this chamber and congratulated the principals and staff at the government schools that I have had a chance to visit.
Frequently, the minister has suggested that those of us on this side of the chamber ought to reasonably know something or other when we ask questions about a specific process, policy or practice or an occurrence in schools. But with limited opportunity to talk to teachers or to talk to students who attend government schools, how are we to understand the culture, the strengths and the ins and outs of any particular government school? Seeking briefings on certain activities or matters relating to schools is often met with “that is a privacy issue” or “that is too general a topic” or some other deflection.
I was not in the Assembly when previous education ministers and shadow education ministers had the portfolio, but I am told that it was a lot more open and requests were a lot more graciously managed. In fact, I came across some old files from Mr Doszpot’s time as shadow education minister earlier this week. I could not help but note that requests sent to the then education minister, now the Chief Minister, Andrew Barr, were replied to in a friendly and cooperative manner, and visits were facilitated in a very timely way. Sadly, that has not always been my experience under the current arrangements.
I say this notwithstanding that visits to government schools that I have had the chance to visit have all, without doubt, been wonderful experiences. I take the opportunity to thank the minister, her staff and the directorate staff who have made those visits warm and welcoming.
When we find out that something has happened in schools and we raise it in this chamber, the minister is quick to jump down our throats and reprimand us, saying that we do not know what is going on. Yet there is an attempt by her office to restrict the very way that we can, in the best way, find out what is going on. This is not the case in other jurisdictions. In New South Wales, for example, the protocol states:
Local Members take an active interest in schools within their electorates, which includes visits. Local Members, whether in Government or Opposition, should be warmly welcomed at schools within their electorates. All arrangements should be made between the principal and the Local Member’s office.
Madam Speaker, my motion is not unreasonable. It is mindful of the professional relationship that must be adhered to. It seeks an assessment from a source other than the minister as to what protocols may be appropriate. The admin and procedure committee comprises members from all parties. My motion seeks nothing more than for that committee to consider whether the current protocols are unfairly impeding
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