A Four Corners reportage on schools last year showed images of Knox Grammar students sitting in a state of the art auditorium, worth several million dollars, juxtaposed with an assembly of government school students sitting on a concrete floor in an aluminium shelter-shed. Schools such as Knox boast outstanding facilities, including creative and performing arts centres, cutting-edge information technology and science laboratories, manicured sports fields, school-owned eco-resorts for outdoor education, and international tours and community service programs. In our extensive visits over many years to government schools serving disadvantaged communities, none of these facilities have been in evidence.
We have seen students denied internet access because their parents could not pay levies; classes without viable computer access, without sufficient textbooks; and photocopying budgets insufficient to supply the resources needed for effective teaching. In addition, the appalling conditions of and in many government school buildings, notwithstanding the recent building program, have been well documented.
Those who believe that super-resourced schools should not lose a dollar have to accept that this implies that disadvantaged students in schools with third rate resources are getting what they deserve, that the priority of an additional gymnasium in one setting is greater than funding basic educational equipment and resources in another. Government schools are increasingly expected to raise funds from parents for even essential items, and many have no capacity to do so. Disadvantaged schools do not benefit from the collective weight of powerful and influential parents who can organize massive fundraising activities, in league with old-boy and old-girl networks. Investments made in infrastructure, programs and facilities compound over time, exacerbating the inequities with those who have so much less.
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