(Note the asterisked sentence has only draft status, and will be subject to further discussion.)
The PLP considers education to be of the highest priority in any formulation of civil society. As such this preamble wants to reassert the principle of education being a fundamental human right, not a commodity as is the mindset presently. The right of education, and discussion of education as a right, openly and publicly, by the PLP will be done to attempt to offset this commodification. Quality, accessibility and diversity are the mainstays of this education policy and the goals for which the PLP will be and should be, forever striving.
The PLP also believes that the most important way to secure such an education system is to have adequate funding from the Commonwealth and State Governments in recognition of the fact that through taxation, citizens have already paid for this education. This forms part of the assumption of the role of the state being the body that equitably redistributes resources amongst the people.
The PLP recognises the fluency and enforced flexibility required of education today, therefore establishing a quality system which the community may take part in, for the duration of their lives. Whilst ensuring the vocational aspects of education, the PLP believes that the approach to education should also be for its own sake, recognising the broader community interest in a strong, challenging and well funded system. Such a system should foster respect, sensitivity, critical inquiry, creativity and conviction in all those who share in this system, namely, our community.
Education is a fundamental right and seen as an essential avenue for participation of individuals in all areas of our society. As such this system will be:
Education is one of the means through which each person is able to fulfil their potential, individually and socially. This will be done by:
within the presence on primary care givers, in early childcare, primary and secondary schools and in the tertiary sector in the home, at work, in clubs and through the media individually, face to face and by distance in continuing education and retraining of people in and out of the workplace in adult education opportunities provided in schools, tertiary institutions, TAFEs, voluntary agencies and in the community.
A gender inclusive curriculum (see women's policy) and equal opportunities to learn. a government adequately and fully funded only the public education system, including support for public community education. establishment of policy bodies consisting of policy makers, educators, parents, students and voluntary agencies who each share equal power. establish a curriculum development process which will bring about a truly inclusive approach to indigenous peoples, the working class, and migrant groups. active monitoring and mentoring programs particularly for students who are performing poorly, particularly in numeracy and literacy. particular support for those with a disability to access and fully participate in all levels of the system introduction of affirmative action programs for traditionally marginalised groups. we resist any attempt to interpret the word "disadvantaged" in such a way to advantage already privileged groups. the recognition that some so-called "discipline" problems are often a product of the mainly ruling class curriculum.
The PLP recognises that the school education system is in disarray due to successive government and acute underfunding and preferencing schooling models of the private sector. Worse, the moving of public funds away from public education to private education. In order to re-establish and maintain a quality public school education system, adequate resources need to be redirected. [* This also involves a reappropriation of funds and resources from the private school sector to the public.] This further includes greater community access to schools after schooling terms and hours. The aim of the PLP is to create the greatest diversity of excellent public education, publicly funded.
Similarly in the tertiary and vocational sectors of public education the PLP requires adequate levels of funding catering for the needs of the community. The PLP acknowledges that the government has the significant role and responsibility for ensuring that tertiary and vocational institutions are provided with an adequate infrastructure and framework. This environment would foster the support and protection required in maximising human outcomes within these institutions. A key responsibility for the government is in supporting smaller, newer and regional institutions, ensuring equality regardless of geography.
The teaching profession:
Teachers are the hands in which much of our community rests and their importance has been seriously neglected over the last 10 to 15 years. The PLP aims to redress this issue. Moreover, good teachers are essential in meeting the right of the community to education. The PLP asserts that:
The PLP will promote a challenging and effective education system accessible to all.
At all levels teacher-student ratios should be as low as reasonably possible, 1:20 should be the maximum at primary and secondary schools.
In conjunction with lower teacher-student ratios the required complement of support and ancillary staff and programs should be available, examples being counsellors, remedial teachers and specialists community-based support for education programs and institutions will be actively encouraged and fostered discipline at primary and secondary levels should be based on conflict resolution models. There will be no corporal punishment at appropriate levels student representative bodies will be established having direct democratic influence on all decisions made.
The PLP is committed to the autonomy of universities and staff in academic pursuit and supports the intellectual property rights of education workers.
The PLP believes that a serious reassessment of the vocational training sector is required as recognition of the deskilling that has occurred in the workforce. This requires:
The PLP believes that non-institutional, community- based providers of tertiary education should be encouraged, adequately resourced and monitored. As a means of empowering communities the PLP will: