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- 17 September 2003
Education Amendment (Computing Skills) Bill
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Page: 3508
Second Reading
Debate resumed from 5 September.
Mr TINK (Epping) [8.00 p.m.]: On behalf of the shadow Minister for Education, who, unfortunately, is ill today I indicate that the Opposition is pleased to support this bill. The bill amends the Education Act to require candidates for the School Certificate to be tested for computing skills. I believe that it is important now to make that a curriculum requirement. It goes without saying that the mastery of computers has become absolutely essential in virtually any form of meaningful work. It is high time that this was recognised as a curriculum requirement.
I have been fascinated to see how the study of computers has developed over the past few years and how people who have basically spent most of their working lives knowing nothing about computers have had to come to grips with them a bit later in life. I am certainly in that category. When I look at my children and their friends I see that the study of computers is probably one of the most fascinating of all things to study in any secondary school curriculum. It strikes me that the technical side of computing is one area of learning where students know more than teachers. As a result, in many cases students can be found teaching the teachers a thing or two about the technical capacity of computers.
On the other hand, of course, school students lack a lot of life experience and they often lack the ability to see the big picture. It is a delight to see that even though the teachers learn aspects of computing from the students, the students still have a great deal to learn from the teachers when it comes to applying some of life's wider lessons to computing. I do not think the study of the technical side of computers alone suffices unless it is viewed in a wider context. In my view teachers provide a vital longer-term approach to the study of computing that a raw knowledge of the technical side alone does not, and never will, provide. Students cannot learn the capabilities of computers in the wider context unless they have maturer people demonstrating them. I consider that the teaching of computing, more than any other subject in secondary school, must be a partnership between teachers and students in which both sides bring something special that only they can bring to the study of the subject. As far as I can tell in the time that I have been involved with computers, I believe they are an exciting and new education tool.
On the other side of the equation, though, it is not always easy to make sure that the equipment is up to date and fit for contemporary study. I do not mean by that that it is necessarily vital to have absolutely the latest piece of equipment. The generational change in computing is such that a capital works program could be rendered bankrupt by relentlessly updating machines to always have the latest and best. I do not know that that is necessary but, nevertheless, there are from time to time generational changes in machines, generational changes in networks, and generational changes in the workplace that require updated computers. I think it is important for the students to keep within striking distance of those generational developments as distinct from, say, simply pursuing the latest fashion in computers, for want of a better expression.
As all members know, there are great difficulties and great problems with school security. In my electorate there have been problems with the security of computers in schools. Equipment of an enormous value can be stolen overnight. There are stories of gangs going around with shopping lists, watching and waiting for new computers to go into schools, and then stealing them, counting off the days until the insurance claim is dealt with, waiting until new computers are delivered, and then stealing them. That is an ongoing problem. Though I think it is fair to say that some steps have been taken to try to deal with it, it does remain a vexed issue. Computers are very expensive, they can be easily removed, and, unfortunately, they are a target for organised, shopping-list thieves.
The challenge is to have up-to-date computers so students will be familiar with the computers they will have in their workplaces, and to ensure that their security is maintained so that taxpayers do not have to meet the cost of their replacement if they are stolen. The bill is important to prevent an unnecessary increase in a school's capital works budget and to ensure that students have the best opportunity to study computing technology, and we are happy to support it.
Mr YEADON (Granville) [8.06 p.m.]: I support this bill. An extensive review of the Higher School Certificate [HSC] by Professor Barry McGaw led to the Government introducing the HSC white paper entitled "Securing Their Future". This white paper resulted in the most significant reforms to the HSC in 30 years, reforms that were implemented with year 11 in 2000, and with the new HSC exam in 2001. The white paper also reinvigorated and strengthened the School Certificate. Mandatory external tests in English literacy and mathematics were introduced in 1998, science was added in 1999, and Australian history, geography, civics and citizenship were added in 2002.
The Government is committed to ensuring that students are assessed at these points in their schooling to determine whether they possess the necessary skills and knowledge in the use of information and communication technologies [ICT] to succeed in the next stage of their education. In the case of year 10 students, the knowledge and skills assessed are also relevant and necessary in the workplace. Indeed, it is becoming increasingly clear that these types of skills not only will be necessary in the workplace but will be necessary for people to function effectively in society.
The ICT skills and knowledge to be assessed will be delivered not through a separate course of study but through the curriculum available to all students in years 7 to 10. The Board of Studies began to trial the year 10 computing skills assessment in 2001. The trial computing skills assessment has consisted of a school-based assessment of computing skills identified in the current mandatory years 7 to 10 curriculum, an external pen and paper test, and a version of the pen and paper test delivered online. The year 10 computing skills assessment was trialled by 1,500 students across 20 government and non-government schools in 2001. The trial was extended to 150 schools and 15,000 students in 2002.
The 2002 trial of the year 10 computing skills test was conducted successfully on Wednesday 10 September. More than 580 schools participated in the trial. Of these, 166 schools had at least some of their students sit for an online version of the test, with 59,000 year 10 students taking part. Approximately 360 government schools took part in the trial test, 134 from the metropolitan area and 225 from regional areas. The pen and paper test covered knowledge, skills and understanding of aspects of computing such as word processing, multimedia, and Internet research.
The schools that volunteered to take a version of the test in electronic format had the test delivered on line. A sample of students taking the test on line responded to a number of interactive items designed to test the practical application of their computing skills. More than 6,000 students sat the online test. Schools in rural and regional New South Wales, such as Albury, Cobar, Balranald, Bega and Casino, successfully took part in the online trial. Students at the Australian International School in Singapore also sat the online test. That school reported that administering the test was problem free and praised the innovation.
Schools involved in the online trial across New South Wales began to download and sit the online test at approximately 9.00 a.m. By 11.00 a.m. test answers submitted by 3,000 students had been received, marked, and stored electronically by the Office of the Board of Studies. That gives an insight into the power of information technology: it not only provides a great way for people to learn and develop their skills but also has in-built testing and monitoring, which is one of the great aspects of information technology. The initial feedback from some schools indicated that students were very enthusiastic about receiving the test on line. Some teachers conducting the online test commented that it was much easier to administer than other methods.
Students were asked to complete a survey that will provide further feedback about their experience with the tests. The Office of the Board of Studies plans to extend the trialing of the online test in 2004 and 2005. By 2006 it is expected that the office will have progressed to a stage at which a test that would satisfactorily assess a student's computing skills can be delivered and administered online to the majority of schools. In proposing this amendment to the Education Act 1990, the bill seeks to ensure that all schools in the State will be required to conduct a mandatory computing skills assessment of all year 10 students. This amendment will see the Government's commitment to all New South Wales students brought to fruition. That commitment was that the young people of New South Wales would be able to take their place in a world in which competence in using information and communication technology is no longer a luxury but a necessity.
Honourable members should be under no misapprehension that the Government is a world leader in providing information technology to schools. When the Government was elected in 1995 it had a policy of introducing the Internet to all public schools. While other nations had deeper penetration of information technology and connection to the Internet in the majority of their regions, as far as I can ascertain New South Wales was the first place in the world to have all schools connected to the Internet. Some of those connections were fairly narrow in their bandwidth and therefore not optimum. However, it is important to recognise that the Government continues its policy of implementing information technology.
Currently the email hub is being introduced into Government schools for all students. The main feature of that initiative is that it will provide not only email facilities for students but also a major upgrading of bandwidth. That will have the double advantage of providing much better access to the Internet for research and to assist teachers. The honourable member for Epping mentioned the need to ensure that technology in schools is kept up to date. I certainly agree with him, and I add that the Government has been exemplary in ensuring that computers provided in schools through a lease arrangement remain up to date. I am not sure what the honourable member meant about new generation machines. Honourable members who are familiar with computers would know that they are not generational and that there is constant technology upgrading.
The industry refers to that upgrading as Moore's law: the doubling of computer chip capacity every 18 months, which Moore was extraordinarily accurate in predicting. The Government has continued to provide very modern technology in its schools. It has also ensured that teachers receive a basic level of training through the Technology in Learning and Teaching program, which is very worthwhile. One would like to see more comprehensive training in that area, but the logistical difficulty of taking teachers out of a classroom to give them computer training while ensuring that adequate replacement teachers are available is no easy feat. The Government has managed to do that in a very sound way.
I agree with the honourable member for Epping that it is exciting to know that teachers and students can go forward with this technology in partnership. The honourable member suggested that each would bring an individual component to that process. With the future use of information technology the education process will change. Rather than have an authoritative person, such as a teacher, at the front of a classroom relaying known information to the students, the teacher and students will join together in exploring a subject.
We do not need to be too concerned about the disparity that is often pointed out between the skills of students and those of teachers. There will be a change in the way people view traditional teaching and I suppose there will be some implications for the teachers. Instead of exhibiting an attitude of "I know all, and will convey it to the students" teachers will work together with students in an exciting way to garner the unlimited resources that are available on the Internet. I agree with the honourable member for Epping that that will be a very exciting phenomenon indeed. I commend the bill to the House.
Mr CONSTANCE (Bega) [8.17 p.m.]: The Coalition has indicated its support for the Education Amendment (Computing Skills) Bill. We must all recognise the great value that technology will continue to play in the education process and its flow-on effect for job creation, particularly in regional New South Wales. The Government must recognise that in order to ensure that its education program can be rolled out to provide the necessary computing skills to all students additional pressure should not be placed on the management of technology in schools. If you visit any school in regional New South Wales and talk to the principals you will hear that a lot of their time is spent trying to manage technology. A lot of their time is spent dealing with computer problems—and that soaks up a valuable teaching resource. The way forward is to find ways in which the community can build partnerships with many of the technology providers to ensure that any necessary upgrades and ongoing technology maintenance meet the requirements of the school.
We do not want Australia to experience a digital divide similar to that of other countries. We should take this opportunity to keep pace with technology. At present we are behind the eight ball with technology rollout programs within our schools compared with many Asian countries. Over the past 10 years many governments throughout Asia have implemented initiatives such as Singapore One and other information technology hubs that include education in their programs. It is time that Australia developed a strong technology platform so that we, as a nation, can move forward. Students and teachers, particularly those in regional areas, cannot afford to miss out on the latest advances in information technology.
The geographical hurdle of the Bega electorate provides a wonderful opportunity for technology rollout and great incentives for people to work in regional centres rather than in metropolitan areas. This bill is the first step in driving technology literacy through our schools. However, we must ensure that students are provided with the necessary computing skills to equip them for future employment. This bill is a wonderful opportunity to ensure that our school students do not miss out on opportunities and it is imperative that the Government provides sufficient support to ensure that students are not disadvantaged. Vital to the success of this bill is the fact that the Government must also provide the necessary resources and programs to teachers and we will continue to monitor that. Technology is ever changing and we must ensure that the necessary software upgrades and new technologies continue to be rolled out, certainly up until 1 January 2006. Students must have the latest technologies to enable them to keep pace with the rest of the world. It is not enough for the technology to be provided in one hit. The upgrading of technology is an ongoing process and that is one of the challenges of this bill.
Ms D'AMORE (Drummoyne) [8.22 p.m.]: I speak in support of the bill. The proposed amendment will make computing skills assessment a mandatory part of the School Certificate in 2006. The Government is determined that our young people will develop the skills they need in information and communication technologies for further study and their future employment. Since the Government came to office in 1995 the entire curriculum from kindergarten to year 12 has been reviewed and revitalised. The Government will introduce a new world-class year 7 to year 10 curriculum from 2005. Information and communication technology skills have been embedded in syllabuses for all year 7 to year 10 students.
It is a fact of life that our students need to be computer literate to meet the global and technological challenges of the twenty-first century. The requirements of this bill build on the work the Government has done over the past eight years to make New South Wales a world leader in information technology in the classroom. In 1996 all New South Wales government schools were connected to the Internet, the first State in Australia to do so, ahead of the United States of America and the United Kingdom.
We have in place a four-year $963 million technology plan for our schools. This plan will deliver broadband to schools, making access to the Internet 30 times faster; upgrade infrastructure; and, most significant, deliver e-learning through personalised e-mail accounts for students and teachers. The Government will provide more than 1.3 million e-learning accounts. This service will also provide filtered access to the Internet and web-hosting facilities for individuals, schools and colleges. All students and teachers in our schools and TAFE colleges will have personalised e-mail accounts. The rollout of this huge number of e-mail accounts in our schools is a key initiative of the Government in its third term of office.
More than 30,000 teachers have been trained in the Government's Technology in Learning and Teaching Program, providing them with advanced and specialised computer skills to bring to schools. There are now approximately 135,000 computers in public schools, which represents a massive investment by the Government in our students and the development of their information and communication technology skills. During visits to schools in my electorate of Drummoyne I see the benefits of the Government's Computers in Schools Program. Primary school students know how to use Excel and Word, and some secondary school students are technological whizzes. The School Certificate is awarded at the conclusion of compulsory schooling, and must stand as a rigorous and comprehensive measure of student achievement.
The Government's comprehensive approach to including computing skills as part of the School Certificate will enable our students to be at the forefront in a world where this knowledge and ability are essential. In days gone by we used to talk about the importance of our students mastering reading, writing and arithmetic. Now our focus is on literacy, numeracy and technology. At the end of year 10 our students must be able to demonstrate their competency in these areas. This bill continues the Government's strong record of equipping our students to meet the challenges of the information technology society and I am pleased to support this important initiative.
Ms JUDGE (Strathfield) [8.26 p.m.]: I speak in support of the Education Amendment (Computing Skills) Bill. Education holds the key to tackling poverty and extending opportunity to our children. New technologies play an important role in almost all aspects of our lives and it is vital that school-age children—our youth—gain a solid education in computing to equip them fully for their professional lives. Education is about preparing our youth for participation in their communities and preparing them adequately for life, so that all, and not just a few, can grasp the opportunities that exist for them.
I believe that today there is a real danger of a digital divide between the wealthy—those who can afford to buy computers for their children—and the struggling, those who may not have as much access to digital technologies as others. That is why the Government is committed to ensuring that by the end of compulsory schooling, every student in primary and secondary schools in New South Wales are users of information and communication technologies. Since coming to office the Carr Labor Government, under the excellent leadership of the Deputy Premier, the Hon. Dr Andrew Refshauge, has made every effort to reinvigorate the School Certificate. The Government introduced external tests in English literacy and maths in 1998, science in 1999, and Australian history, geography, civics and citizenship in 2002.
This year more than 580 schools will take part in computing skills assessment trials across New South Wales. Today one of my staff members spoke to a teacher from one of the local high schools that took part in the trial. He said the testing was a great idea and that the trial had been very successful at his school. The test will become mandatory as part of the Schools Certificate in 2006. This will give schools sufficient time to ensure that students are prepared to do the test. This bill demonstrates the Carr Government's commitment to ensuring that by school leaving age students are better equipped for the future.
This bill represents another milestone in the Government's plan for putting rigour and relevance into the Higher School Certificate [HSC] and renewed strength and purpose into the year 10 school certificate. The Government places a high value on these world-class credentials that mark significant points in the education of New South Wales students. The Government's reforms of the HSC have resulted in students demonstrating the highest standards in a curriculum that is state-of-the-art in its relevance to youth living in the twenty-first century and beyond. The reforms also reinvigorated and strengthened the school certificate by the introduction of mandatory external tests in English literacy, mathematics, Australia history, et cetera.
The Government places a high value on this credential that marks the end of compulsory schooling. The Government also recognises the importance of students acquiring fundamental knowledge and skills in these subjects to better equip them. Our purpose is to ensure that students are assessed at these points in their schooling to determine whether they possess the necessary skills and knowledge in the use of information and communication technologies to succeed in the next stage of their education if they wish to proceed further. In the case of year 10 students the knowledge and skills assessed would also be relevant and necessary in the world of work and further training. The current year 7 to year 10 curriculum, which has been reviewed, will incorporate, as appropriate, opportunities for students to learn about and use information and communication technologies [ICT] within their studies in each course.
The ICT skills and knowledge to be assessed will be delivered through the mandatory curriculum and will be available to all students in years 7 to 10. The computing skills test is being trialled in our schools. This year the trial was conducted on Wednesday 10 September. In my electorate of Strathfield five schools took part in the trial and successfully conducted the test with well over 500 students. A total of 128 students took the pen and paper test that covered the knowledge, skills and understanding of aspects of computing such as word processing, multimedia and Internet research. All five schools from my electorate that volunteered to take part in the trial conducted a version of the test in electronic format and had the test delivered on line. That represents an innovation in the delivery of tests to students. I am led to believe that 448 students in my electorate were able to respond on line to computing questions and to a number of interactive items designed to test the practical application of their computing skills.
Teachers and students in these schools in the Strathfield electorate are to be congratulated on their contribution to this important trial. I am pleased that the trial took part in my electorate. Both students and teachers have been positive about sitting the test on line. The enormous potential for the use of technology in testing is realised when we consider that school students involved in the on-line trial, not just in my electorate but across New South Wales, could sit the on-line test, submit their answers and have them marked and stored electronically in a matter of hours by the Office of the Board of Studies. In proposing this amendment to the Education Act 1990 the bill seeks to ensure that all year 10 students in schools in this State will be required to sit for a mandatory computing skills assessment. That amendment will result in the Government achieving its stated purpose to ensure that all year 10 students are tested in their knowledge, understanding and ability to use information and communication technologies.
I refer briefly to the comments made earlier by the honourable member for Epping. The honourable member for Epping informed us that he was concerned about a potential theft of computers in schools. If we took that line of thinking to its logical conclusion we would not put any electronic or technological equipment in our schools. We would be too frightened to put in overhead projectors, equipment in science laboratories or music equipment in school halls. If we followed the line of thinking of the honourable member of Epping we would not put equipment in our schools for fear that it might be stolen. That is an incredibly narrow and negative way of looking at things. The honourable member for Bega, who referred earlier to technology in Asia, incorrectly implied that Australia was lagging behind in technology. I inform the honourable member for Bega that we cannot compare Asian countries with Australia. The population in those Asian countries is not 10 or 20 times larger than the population in Australia—it is probably more than 100 times larger. It is like comparing apples with oranges.
The honourable member for Bega should think carefully before giving us statistics and he should make accurate and honest comparisons. If John Howard were fair dinkum and honest he would give to the hard-working citizens of New South Wales a fair share of the taxes that the Federal Government receives. The honourable member for Bega would be able to allude to those sorts of issues only if the New South Wales Government was getting a fair share of the tax revenue from the Federal Government. I commend the bill to the House.
Mr R. W. TURNER (Orange) [8.36 p.m.]: The Opposition supports the Education Amendment (Computing Skills) Bill. I wish to refer in my contribution to the debate on this bill to small schools in country areas. The overview of the bill states:
Section 94 (2) of the Education Act 1990 requires candidates for the School Certificate to be tested on a State-wide basis in various specified areas. The object of this Bill is to amend section 94 to include Computing Skills as one of those areas. The requirement will be phased in to take effect on 1 January 2006 or, if before that date the Minister for Education and Training after consultation with the Board of Studies determines a later date, on that later date.
The honourable member for Drummoyne, who referred earlier to broadband Internet access, said that it would be up to 30 times faster. One of the problems that confronts computer companies wishing to provide Internet services in country towns—even in Orange which is considered to be a major city—is the speed of that Internet access. Is the honourable member for Drummoyne or are members of the Government able to guarantee that Internet users in small towns in New South Wales will have faster Internet access than they have at present if this legislation were implemented? That is one of the downsides to the provision of Internet services in country towns. Companies that would have loved to provide services in country towns have not been able to do so because they are not able to guarantee Internet access speed.
People in country towns would like a guarantee from the Government that they will receive Internet services that are equal to the services that are provided in the Sydney metropolitan area. The Government has provided a number of New South Wales schools with computers, but some of the parents and citizens associations in small schools in my electorate are still fundraising to provide additional computers or upgrade computers that are 10 to 15 years old. Small businesses often donate to schools computers that have been traded in for more modern ones. We still have a long way to go. Some wonderful advantages are to be gained from computers, for example, video conferencing. Country schools want the same facilities that are provided in schools in the Sydney metropolitan area.
Last week I attended a meeting in Orange at which Telstra announced its sponsorship of video conferencing, in conjunction with the Orange Regional Conservatorium. That means that music facilities and tutors will be brought into small country schools such as Cobar, Wilcannia and Broken Hill. These wonderful electronic facilities are helping small country schools catch up and providing them with facilities equal to those of their city counterparts. Because principals have limited time, and because of the small number of teachers in some schools, in many cases parents come in and assist in bringing the children up to speed in terms of computer skills. As has been pointed out tonight, the pupils are often way ahead of the parents and teachers in relation to computer skills. That is the case with my grandchildren. One of them, who is only eight or nine, is way ahead of her parents or me when it comes to computer skills and confidence. My grandchildren have been brought up with computers, and they do not know the fears experienced by the older section of the community. They will grow up with computers as a normal part of their education and be totally involved with them.
The Government must take on board the fact that schools in regional centres, let alone small country towns, do not have the necessary Internet speed. I call on the Government to ensure that small country schools, whether they be public schools with one teacher or small high schools, such as Canowindra High School or Molong Central School, have facilities equal to those of their city cousins. That will ensure that parents are not forced to get extra tuition for their children or, as happens in some cases, send their children to Sydney or to private schools when they would prefer to send their children to the local public school, where the facilities are not equal to those in other areas. While the Opposition supports the bill, I call on the Government to ensure that small schools in country towns receive the same Internet service and the same quality of equipment as all schools in the Sydney metropolitan area.
Mr ASHTON (East Hills) [8.42 p.m.]: I support the Education Amendment (Computing Skills) Bill. I take on board the comments made by the honourable member for Bega, the honourable member for Orange and the honourable member for Epping. Obviously, if the Government introduces a compulsory exam for computing skills it must ensure that all students have equal access to computers. That cannot necessarily be guaranteed simply by legislation alone or by simply dropping off computers at the school gate if the schools do not have the staff to teach computer skills or the other facilities to go with them. So I take the point that was made, which I am sure the Government is aware of.
The bill represents the culmination of the Government's plan for renewing the strength and purpose of the School Certificate. I am particularly interested in that because when I was teaching some years ago the School Certificate was literally not worth the paper it was written on. In those days only English and mathematics were compulsory subjects. However, since this Government was elected science, Australian history, geography, civics and citizenship have become compulsory subjects as well as English and mathematics. And now computer skills will be a compulsory subject. That shows the Government's great commitment to ensure that the School Certificate is an appropriate, proper certificate that students who leave school at the end of year 10 can show a prospective employer. It will show that the student passed and achieved certain things at school. Obviously it is better for students to go on and do the Higher School Certificate and further tertiary education.
Requiring year 10 students to complete an external computing skills assessment shows that the Government places a high value on students acquiring these skills to better equip themselves for whatever path they choose in life. The Government contends that the computing skills assessment for year 10 students will become part of the School Certificate tests currently in place. As I said, it will join tests in English literacy, mathematics, science, Australian history, geography, civics and citizenship. Information technology is very much the way of the future. I am probably known in some quarters as a bit of a Luddite when it comes to using computers. As a matter of fact, that has been mentioned before. In a sense I blame governments of both persuasions for introducing computers into all levels of the school system. However, having said that, I am a bit of a Luddite simply because I never embraced computers.
All school students, from kindergarten through to year 12, know how to use, and are incredibly capable of using, computers. For example, my two daughters spend most of their time working on the computers we have at home. They spend time on the Internet, using the typing skills they have developed. They produce and print their written work and essays. It is a long way from the days when we had to use a HB lead pencil and a piece of paper; we had to rewrite our work if we made a couple of mistakes, or our work was marked down because our writing was not neat enough. We need to recognise that times have changed. Computers enable all the knowledge in the world to be brought into a student's bedroom, study room or wherever, and that is important. The School Certificate test will ensure that by the time students have completed compulsory schooling they will have the necessary skills to participate in further education, training and employment.
We all know that nowadays one simply cannot turn up for a job and say, "Yes, I would like to do this sort of work." Unless one works for the local council shovelling dirt on the side of a road, as one might have done 20 years ago, one needs computer skills. The staff in our electorate offices must have computer skills, otherwise they would not be able to work there. The Hansard staff, people who write speeches and those who provide the information that is read out in news reports produce their work on computers, including email. As the honourable member for Drummoyne said, there are 135,000 computers in the system, with more to come. The introduction of the lock down system for school computers means that computer theft is not the issue it was. I am told that the number of computer thefts has been reduced by at least half or perhaps three-quarters. Computers are simply not being stolen because the Government had the foresight to introduce the lock down mechanism. That is important as well.
Prior to the introduction of this bill the Board of Studies conducted extensive consultation with key interest groups: government agencies, schools, teachers, parents and the wider community. The consultation process also gave rise to valuable feedback in a number of areas, particularly the timing of the introduction of this compulsory test. I am on the record as saying that when something new is introduced people must be given a lead-in period. We cannot simply introduce the computing skills assessment and say, "Your kid will do this exam next year." For example, I have worked out that my youngest daughter will do the test in 2006, although there is a provision to delay it if necessary. However, I know that she will be keen to have a crack at it. It simply means that she will have a couple more years in which to develop those skills.
In proposing an amendment to the Education Act 1990, this bill seeks to require students from both government and non-government schools to undertake a mandatory year 10 computing skills assessment as part of the School Certificate. It will not be a separate course that clogs up an already busy curriculum; it will be across all faculty areas. All teachers will be responsible for developing computer programs, so all courses—English, Australian history, geography, science and physical education—will involve a degree of computer skills. The amendments will fulfil the Government's ongoing commitment to ensure that all New South Wales students leave school as competent and innovative users of information and community technologies.
Previous speakers asked whether country schools will be looked after. Under the Minister for Education and Training and this Government, they will certainly be looked after. This Government takes the needs of country areas very seriously, and always has done. That is obvious. One of my predecessors in this place, Rodney Cavalier—for whom I had the privilege of working for a couple of years—was very popular in country areas. He often visited country schools and took a great interest in what happened there. If schools in the electorates of Bega or Orange have problems the local members should tell the Minister about them.
Dr Refshauge: I am very amenable.
Mr ASHTON: The Minister is very amenable to such representations. The Government will look after kids in all schools in every part of the State, from the top to the bottom and the east to the west. We wonder sometimes whether every child has access to a computer at home. My kids have that access but not every family has a computer. However, school libraries have computers in abundance, as do the libraries run by municipal and city councils. So there is no reason why students cannot access computers. I invite students to apply to undertake work experience in my electorate office and use the computers there. The Government aims to provide a computer for virtually every student, which will improve students' chances of success in exams and in the job market. I point out that the East Hills Girls Technology High School is the only girls high school in New South Wales to be recognised as a technology high school because it has so many computers. I congratulate the Government and the current Minister on bringing this bill before Parliament.
Mr BARTLETT (Port Stephens) [8.51 p.m.]: I am pleased to support the Education Amendment (Computing Skills) Bill. Although brief, the bill will have a huge impact in the community. Item [1] of schedule 1 to the bill states:
Section 94 School Certificate
Insert after section 94 (2) (d):
(e) Computing Skills
Item [2] specifies that the bill's provisions will apply after 1 January 2006. That is the entire content of the bill, and I think I will never speak in this place to briefer legislation. However, the bill will have a significant impact. New South Wales is a world leader in the provision of information technology in schools. I have travelled to Japan on many occasions and on a recent trip I visited a very well-funded middle school. A 14-year-old or 15-year-old boy, who spoke perfect English—presumably he also spoke perfect Japanese; I would not know because I do not speak that language—showed us around the school, of which he was obviously extremely proud. As we walked around we saw students cleaning the school, which is one of their duties. Our guide took us to the computer room and said, "This is the computer room. I've never been in there, but this is the computer room." It was apparent that he did not have many computer skills. I understand that Canadian schools receive hand-me-down computers from industry and business—my information is two or three years old so I will stand corrected if the arrangement has changed.
Under the present system we have seen the roll-out of about 130,000 or 140,000 computers in New South Wales schools—I am no longer sure of the exact number. I worked as a librarian in the State school system for 22 years, and the computer roll-out happened during that time. When the Oasis library and administration system was introduced a computer terminal arrived in our office together with a file server. Another computer terminal was eventually supplied for the library and when a second computer arrived we used a console to network them. Today at Tomaree High School one program can be run on the mainframe and sent to every classroom, where students can tap into it and access different parts of the program simultaneously. The technology is simply amazing. Computers have helped students to enhance their skills, create personal wealth and become citizens with a stake in our society.
Computer proficiency, such as the ability to send emails and access the Internet, is vital for today's students. They will use those skills when they search for employment and later in their professional lives. Computer use is fundamental to twenty-first century advancement and personal wealth creation. In the United States of America computer skills are required of anyone seeking to join that country's army. Mandatory computer skills testing will be implemented as part of the higher school certificate curriculum in 2006. From 2005 all students will study computing skills in all subjects as part of the new syllabus. Students will be able to present their results to prospective employers and display their computer proficiency. Delaying testing students on their computer skills until 2006 will give students and teachers time to prepare for the introduction of the new syllabus.
When computers were introduced into schools it soon became apparent that they would quickly change teaching practice. A young whip would visit the library, delve into programs and ask questions that teachers had no idea how to answer. To its credit, the education system required librarians to take courses—we could take as many as we needed—to bring us up to speed with the Oasis library computer system that we were required to operate. However, the kids were already off and running. They were exploring parts of programs about which I had absolutely no knowledge, and it quickly became apparent that, in this area at least, the skills resided not in the teachers but in the students. Our role as teachers became increasingly to direct and focus their skills. Students' interest in, and pick-up of, computer technology was very apparent. School populations were soon divided into those who quickly adjusted to and learned computer skills and those teachers, such as my friend the honourable member for East Hills and I, who had not grown up with this technology and who felt like Luddites as computers swept through the school system.
In my experience, computers in schools changed teaching fundamentally, and students soon gained extensive computer knowledge and skills. They would spend hours on the computer every night while I would go home and read a book. I am extremely pleased to support the bill. In my experience, the education department made training available for those who needed it, and many tens of thousands of teachers took advantage of that training. Today's university graduates have excellent computer skills—my son and daughter leave me far behind when it comes to computer proficiency—so most new teachers do not require computer training. We have done a good job. I commend the bill to the House.
Dr REFSHAUGE (Marrickville—Deputy Premier, Minister for Education and Training, and Minister for Aboriginal Affairs) [8.58 p.m.], in reply: I thank all honourable members for their contributions to this debate and for their support of this bill. I also thank the Legislation Review Committee for examining the bill and recognising its importance. The Government wants to ensure that all New South Wales students can maximise their educational opportunities. It is important that at the end of their years of compulsory schooling our students are competent and capable users of computers, regardless of whether they choose to continue their studies, undertake a TAFE course or move directly into employment.
The move to make computing skills a compulsorily part of the School Certificate complements the changes made by the Government to the School Certificate to prepare students for life, learning and employment in the twenty-first century. More than 580 schools took part in this year's trial. While the majority of students sat a pen-and-paper test, more than 6,000 students sat the test on line. By the time the test becomes compulsory in 2006 it is highly likely that the majority of students will take the test on line. This is important legislation, as it will help equip our young people for life and work in our increasingly complex world.
It is important to reply to some of the small issues raised by members of the Opposition, to allay their fears. The Government is securing schools by a number of means. We are providing a $20 million program of security fences for some 200 schools around the State. The safety and security unit is to work with schools to make them safer, and we have introduced lockdown devices on new computers as they are being delivered. Our world-class system is recognised internationally. Recently I had the pleasure of meeting with the Welsh Minister for Education and Life Long Learning, who was highly impressed with what we are doing in regard to computer skills and the rollout of computers.
The honourable member for Bega was concerned that the Government is behind in the rollout of computers to schools. That is wrong. We are not behind: 135,000 computers have been provided in schools, and we have in train 1.3 million email accounts. We also have 30,000 teachers trained in advanced and specialised computing skills. We are delivering. We have been leading the world and we intend to continue to do so. Introducing computing skills as a compulsory part of the School Certificate again shows the Government's commitment to ensure that our students are best prepared for information technology for the future. I commend the bill to the House.
Motion agreed to.
Bill read a second time and passed through remaining stages.
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