Small and disadvantagedThis is a featured page

After a small, disadvantaged primary school burnt down, there was NO extra funding provided to support the 0.2 TL in re-establishing the library, which has, for various reasons, many of them 'not-valuing-the-library' related, taken more than 4 years to get up and going. The new library built has severe limitations in size, storage etc etc which has made the 0.2 librarian's task even more difficult.

In a school in a low socio economic, high Aboriginal, high NESB area, DET's formulaic funding for both Principal (teaching) and Teacher-librarian make it almost impossible, at the best of times, to offer a viable and valuable service to the students and the community.

  • How can students learn to value reading and literacy if the library is closed for most of the week?
  • How can teachers feel supported when the TL has precisely 45 minutes of admin time each week in which to 'support' them and pull together a new library with literary and learning value?
  • How can a principal hope to teach AND manage the constant and often severe (at times life threatening) behavioural and family issues which arise?

Something has to suffer.

Consideration of funding in relation to individual situations and cases of small schools - but in particular less-advantaged small schools is essential.


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tlinks 		Latest page update: made by tlinks , Mar 16 2007, 5:14 AM EDT (about this update About This Update tlinks Rename - tlinks

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