Western Australian schools have gone above and beyond in their education for sustainability initiatives and treat sustainability in the curriculum as a critical context for teaching and learning.
On Friday 19 September, The Alannah and Madeline Foundation and the Telstra Foundation joined Hume City Council in celebrating Hume Libraries as the first public library service to complete the eSmart Libraries program and achieve eSmart Status.
eSmart Libraries is a cybersafety program helping libraries equip their staff and users with the necessary information to use technology in a smart, safe and responsible way.
Over one-third of all libraries in Australia are currently involved in the program, helping safeguard communities against online risks, and embrace the benefits of technology.
“Being eSmart means knowing how to guard against security and privacy risks online, download content in a legal and ethical way, research and reference information, and manage reputation and relationships in cyberspace,” Dr Judith Slocombe, CEO of The Alannah and Madeline Foundation, said.
“The system was launched in schools and we are very proud of the fact that over one in five schools across Australia are currently completing their eSmart journey, which is equipping them with the resources and knowledge to create a school culture that embraces the positives of the ever-changing digital world.”
eSmart Libraries was launched in 2012 by former Prime Minister of Australia, Julia Gillard. Thanks to an $8 million, multi-year partnership with the Telstra Foundation, it will be offered to 1,500 public libraries in Australia over the next five years.
“We are very lucky to have a partner such as Telstra, who has recognised that libraries are a key access point to technology for many Australians and has made an enormous contribution to support us to get the message out to every library in Australia,” Dr Slocombe said.
Telstra Foundation’s National Manager Jackie Coates said Telstra was thrilled to celebrate Australia’s first eSmart Library.
“With almost half the Australian population being members of their local library, and over 110 million library visits each year, we know that libraries play a vital role in bridging the digital divide, connecting communities to the online world and reaching out to some of the most disadvantaged members of our society,” she said.
In November 2011, The Alannah and Madeline Foundation’s International Patron, Her Royal Highness Crown Princess Mary of Denmark, visited Hume Library Service to announce the Foundation’s intent to take its successful eSmart program beyond the schoolyard and into the broader community for the first time.
“By making the online library experience safer for everyone, eSmart Libraries will give more Australians the opportunity to experience the social and economic benefits of new digital technologies,” Coates said.
Frank McGuire, Victorian Member for Broadmeadows and a long-term supporter of the Hume community’s vision for lifelong learning, said attaining eSmart status was just one of many accolades the library service has achieved this year.
“eSmart is crucial because it is teaching our children, our most precious, but most vulnerable citizens, how to make the most of technology and how to be safe,” McGuire said.
“It is fantastic to see Hume – a library service which has Australia’s first multiversity and was recently crowned the world’s best library – being recognised as the first in the country to receive eSmart status.”
Hume Libraries celebrated the achievement of becoming Australia’s first eSmart library with a number of activity hubs, providing users with free advice on setting up their own electronic devices, and access to leading cyber-safety experts who provided adviceon how to stay safe online.
The Australian Curriculum Assessment and Reporting Authority (ACARA) has revealed key findings from its research, funded by the Federal Government, that online NAPLAN testing will deliver better quality results that will benefit schools, parents, teachers and students.
Australia’s chief scientist Professor Ian Chubb released his recommendations for a strategic approach to science and its related fields. In the report entitled Science, Technology, Engineering and Mathematics: Australia’s Future Prof Chubb outlines his vision for a stronger and more competitive Australia.
What is the cost of your timetable? A simple question perhaps – but the answer is complex. When asked, most schools immediately think of either the cost of timetabling software, or else the cost in staff time and expense in performing the task of ‘doing’ the timetable. This is a very common but large misconception.
The true cost of timetabling is the solution. The cost of RUNNING your timetable is far more important than the cost of constructing it. The school must pay for their timetable every single day of the year, with the costs being many millions of dollars. What many schools misunderstand is that the running cost of a timetable is not a fixed quantity and can vary wildly based on the quality of the solution and how well trained the staff are that manage the ongoing timetable. Many think timetable running costs are largely fixed and known, but nothing could be further from the truth.
Optimisations can be made in the structure of a timetable by setting the number of core classes, or how core and (smaller) prac classes merge together. Careful analysis of timetable structures to maximise class sizes within acceptable limits may well cut your costs by thousands. Do you need to build that extra science lab? Or instead just change your curriculum structures to improve occupancy rates on your existing lab rooms and other resources, at no extra cost?
Which elective classes should run?
Many schools are unaware of the huge impact that determining classes to run has on their bottom line, as well as educational aims. If enough students ask for a subject, it will usually run, but this is far from best practice and costs schools thousands, as well as affecting students’ educational opportunities.
What matters more is the preferential weight of students who can be granted these subjects, together with the likelihood they will actually complete the subject. If 15 students want Art, and 12 want Biology, and you had to cut one of these classes – which should go? If the group of 12 was much keener on Biology than the 15 are for Art, would this matter? What if five of the Biology group were suspected to leave next year anyway, and others in this same group were poor academic students? What if line structures were unable to grant any more than say 10 out of the 15 requests for Art? Would you still run Biology over Art?
All schools know they can run two classes on a line so they can easily collapse to one class if numbers drop later in the year. But it is not ideal to run both classes in one line, as it reduces access to choice. Clever timetablers and clever software tools allow collapsing of classes ‘across lines’. This can be achieved in several ways, such as swapping students through subjects they take in other lines where there is more than one class of that subject, or by adjusting the lines themselves. So few know this is even an option yet it may just be a few clicks away given the right tools. How much could this save your school?
Save money on casual teachers
There are many ways to significantly reduce the expense of casual teachers with clever timetabling tools, and the right experience. Some clever cover systems support automatic covers of classes, as a good start point for smaller manual adjustments, and can ensure casual staff are utilised more efficiently. Active system prompting of on-call staff or available internal staff also helps schools cap their casual staff expense, as it is easier – or even automatic – to make best use of staff which don’t cost any more money. On-call rosters which are constructed efficiently will promote equity in subsequent allocations, as well as faculty diversity. This approach encourages better educational matching of covers to all subjects.
Many schools have special cover schemes in term four when Year 12 leave and these staff are free. Artificial restrictions on the class placement hinder the use and equity in these covers, but new approaches redistribute allocated ‘Meadowbank’ periods to better suit both staff and the school alike. This increases savings on casual expenses, but also provides better equity and cover placement to teachers – e.g. not on their busy days. Active prompting by a system of merge class opportunities also leads to great savings, as it reduces the number of classes which need to be covered.
‘Timetable’ cost of ownership
Big business always focuses on ‘total cost of ownership’ (TCO), but schools often don’t. TCO analysis includes total cost of acquisition and operating costs. The cost of a timetable is related far more to the solution quality, not the timetable software or labour costs to produce it. With more complex tools and well-trained and experienced timetablers, the TCO can be so much lower. The few areas of potential timetable savings listed above are just some in a long list. It is surprising how many different areas, or how significant the savings can really be, if you know how.
Timetabling: The black art
Oddly, there is no formal, independent certified training for timetablers. It is a black art, only handed down to a trusted apprentice every decade or so. Understood by very few, yet – like an air-traffic controller – they direct millions of dollars of school resources, and shape the educational lives of thousands.
You’d imagine educational entities would mandate standards for their school ‘air-traffic controllers’, in training, in software, in timetabling best practice – as published policy – and with organised conventions to bring school knowledge and industry together. Sadly there is no such focus. It remains a black art, which allows inefficiencies to foster. Who would know what opportunities are being lost in our schools, both financial and educational. This is the hidden cost of timetabling.
Where do I start?
There are simple, relatively inexpensive solutions to leveraging your existing resources for significant financial savings. Review your timetabling software, review your legacy scheduling practices. Get rid of the age old ‘we’ve always done it that way’ mentality – or even worse – a mindset that the timetable is a ‘job to be done’ rather than a creative opportunity to really make a difference. Focus far more on the quality of the solution, instead of just completion of a task. The timetable directs the sum total of all schools resources – scheduling makes all the difference.
Truly value your timetabler. Give them respect. Listen to their advice. Give them allowance time to do their job properly, or embrace assistance from external consultants in support, or curriculum reviews. Encourage staff to engage in ongoing industry training courses. Treat any costs for this as a sound investment paying real financial rewards, as well as delivering improved educational outcomes. Why not schedule in some discussion time now, and start changing your bottom line!
Chris Cooper is a director of Edval Timetables, and active in educational scheduling research. He is also the author of a government accredited textbook. Visit www.edval.com.au for more information.
The Australian Drug Foundation’s Shop stocks the latest information to assist primary and secondary school teachers deliver new or complement their existing alcohol and drug education programs.
The Australian Drug Foundation (ADF) is one of Australia’s leading bodies committed to preventing alcohol and other drug problems in communities around the nation.
The Foundation reaches millions of Australians in local communities through sporting clubs, workplaces, health care settings and schools, offering educational information, drug and alcohol prevention programs and advocating for strong and healthy communities.
Educating students on alcohol and other drugs is as important as ever with research showing that one in five 16 and 17 year olds drink risky amounts of alcohol at least once a month. Another 36 per cent of 12 to 17 year olds drink to get drunk every time they consume alcohol.
Teachers are one of the greatest influences on children, second to their parents. They can talk about the risks and harms of alcohol and other drugs, and stress the importance of looking out for friends, avoiding risky situations and planning ahead.
ADF Shop resources aim to complement the delivery of state based education curriculum across Australia. Pamphlets and information on alcohol, caffeine, ecstasy, GHB, ice, tobacco, cocaine, cannabis among others provide an outline of the substance in an easy to read and visually attractive format. Resources include information about:
- What alcohol or another drug is;
- What it looks like;
- The effects of the drug;
- The law surrounding the drug; and,
- Treatment options.
The ADF also has a SMS-based drug information service (0439 835 563) that provides information about the effects of drugs in a confidential and accessible way via mobile phone. The Shop stocks bundles of these wallet cards which outline the phone number students can text, any time of day, to get the effects texted back to them.
Teachers may find other services from the Australian Drug Foundation useful when hosting parent information sessions. TheOtherTalk.org.au encourages parents to openly discuss alcohol and drugs with their children by providing information on how to start the conversation, the law surrounding alcohol and drugs and safe partying tips.
You can view these resources and order online at shop.adf.org.au
Australian Institute of Health and Welfare. (2011). Australian School Students Alcohol and Drug (ASSAD) survey.