Gary Schneeberger, vice president of media and public relations for Focus on the Familystates that "[t]erms like 'religious right' have been traditionally used in a pejorative way to suggest extremism.
I am honoured to be here.
Federal and State branches of the ICPA were among the first organisations to make detailed and comprehensive submissions to our inquiry. They have also been a valuable source of information and assistance during the course of our National Inquiry into Rural and Remote Education.
We are extremely grateful for this. While we are human rights experts we had no expertise in rural and remote education when we began this inquiry.
We relied on organisations like yours to provide that expertise.
The inquiry could not have proceeded without you and others like you. I hope that we have successsfully reflected the concerns of parents and children associated with ICPA in our various reports.
Today I would like to reflect on some of the key messages of the National Inquiry into Rural and Remote Education and concentrate in particular on one significant aspect of the right to education - accessibility. First, however, I would like to give you some background to the inquiry and the reasons why the Commission undertook to investigate rural and remote education.
The right to education Education is fundamental to the development of human potential and to full participation in a democratic society.
Everyone has the right to education, regardless of where you live, what your race is or whether or not you have a disability.
Education is also fundamental to the full enjoyment of most other human rights: And to the exercise of social responsibilities including respect for human rights.
This core significance of education was the reason the Commission chose rural and remote education as the subject of its inquiry in response to the Bush Talks consultations we conducted during You may recall that we consulted extensively throughout the country during that year on the human rights concerns of regional, rural and remote Australians.
Their concerns were many. We were told of fading towns, dwindling populations, withdrawal of services, wholesale departures of young people, lost jobs and lives lost due to accidents and emergencies which could not be reached in time and to suicides.
The Commission decided to investigate school education in rural and remote Australia because it is so central to rural well being generally. It provides a way of understanding what is happening in all sectors of rural and remote community life and is a focus for recommendations which, if implemented, may help country people to meet the many challenges they face with creative solutions for local conditions addressing local needs.
We saw good education as essential if small towns and remote communities are to have a future. The inquiry looked into the availability and accessibility of primary and secondary schooling, its quality and the extent to which it included, in an acceptable way, Indigenous children, children with disabilities and children from minority language, religious and cultural backgrounds.
As well as dealing with discrimination and human rights complaints, we are charged with promoting public awareness of human rights and advising the Commonwealth on actions it should take to protect and advance human rights.
We report to the federal Parliament. Our approach to education is a human rights one. Australia has promised to honour these commitments. International committees established under human rights treaties assess whether each country fully respects the right of its children to education by reference to five criteria.
Education must be available for all without discrimination. It must be accessible, either within safe physical distance or by correspondence or some other form of distance education. It must be affordable; in fact primary education must be free and once a country has succeeded in providing a free secondary education, fees can only be reimposed for very compelling reasons.
Education must be acceptable, culturally and in other ways, to both students and their parents.
And it must be adaptable so that it meets the different circumstances and changing needs of each individual student. The inquiry evaluated the evidence it received against these five criteria. We found that some Australian children are failed on one or more of these criteria.
And there is strong evidence that rural and remote children are generally disadvantaged in comparison with their urban counterparts. For example, rural and remote students are less likely to stay on at school after the compulsory years or to finish secondary school.
Year 12 retention is particularly low in the Northern Territory: Tertiary participation is also lower for rural and remote students: There is some evidence, too, of less consistent attendance and poorer performances. Inquiry procedures We called for submissions in February and commenced our hearings and meetings in March.
In every community we visited we held informal community meetings, open to the public, and heard from parents, teachers, education support workers, local government, child welfare and many other community members.
We always convened student focus groups - one each for secondary students and primary students.Individual Healthcare Plan (IHP) Every child with a medical condition will need an IHP.
An IHP is an agreement between parents/ guardians, the school and healthcare professionals about what care a child needs and how it will be carried out. alternative report analysing the implementation of the right to education in England has been produced for the UN Committee on the Economic, Social Ensuring that every child in England enjoys the right to education is of of teaching methods in mainstream schools to meet the needs of children with SEN.
5. including disabled children in mainstream schools. Every child has a right to an appropriate and efficient education in his or her local mainstream school. The right to an inclusive education has been explicitly stated in Article 24 (Education) of the United Nations Convention on the Rights of People with Disabilities ().
Every child has the right to access safe, quality education. However, million children across the world are out of school and million are not learning basic skills as a result of poor quality education. Rights for every child The UN Convention on the Rights of the Child states the rights of all children and young people under the age of have a right to special care and education so they can lead full and independent lives.
. Our ROLE is to empower learners for individual, community and global leadership.
We value Respect, Optimism, Learning, Environment.. Bendigo Senior Secondary College is committed to the safety and wellbeing of all children and young people. This will be the .