A 29 Projected number of students by grade, assuming a net migration rate of 10,000 persons per year and a median retention rate in upper grades (projection B): South Australia. А.32 Projected pupil numbers by grades, assuming a net immigration rate of 10,000 persons per year and high retention rates in upper grades (projection C): South Australia.
Introduction
The Committee has received maximum co-operation from the South Australian Department of Education. Thompson who served as Secretary of the Committee from its inception until April 27, 1969; God.
Historical Background
The numbers in each grade decline for the first few years of the projection and rise subsequently. However, the significance of these
The lowest number of pupils in each grade for the forecast period includes the children born in 1967 as they progress through the grades in the primary system. The low in pupil numbers is due to the fall in the number of births between 1961 and 1967, but the assumed fertility rate for 1968 and later is the average level experienced in the years, which is higher than the fertility for 1967. The nadir in the number of pupils in the early cohorts occurs in 1972 and somewhat later in the higher grades.
All States have experienced substantial growth in the demand 54
This is illustrated in Table 4.7, which compares movements in the number of pupils aged 5-12 in the six States over the period 1960-1968. South Australia's high growth rate is attributable to demographic factors, and it ranks second only to Western Australia in the increase in the number of pupils in all schools. Furthermore, because numbers in non-government schools actually fell, South Australia had to face an even greater expansion in demand for places in state schools than would otherwise have been the case.
Table 4.8 examines at intervals of seven years the distribution of pupils of primary school age between government and non-govern-
Table 4.9 divides the non-government schools into more homogeneous groups - the Catholic and the non-Catholic schools -
CHANGES IN THE NUMBER 0F PYRITS IN PRIMARY AND ЅисоипАкУ SecnoNs or NON-GOVERNMENT $сНооL9. 4.24 Much of the data presented in the preceding paragraphs has been summarized in Table 4.11 to show the sources of estimated 5b. The elimination of growth in the early 1970s is a reflection of the decline in the number of births after 1961.
Thus, on this calculation, the increasing propensity to stay in school accounted for 45 percent of the growth in the number of pupils of junior secondary school age. This led to a drop in retention rates for all students, despite their rise in government and non-government sectors separately. Retention rates in state schools in rural districts were lower than those in the metropolitan area.
It shows that the retention rates for the ages up to 17 years in the non-government schools are more than a decade higher than those of government schools. In the decade and a half since 1954, the proportion of the population aged 13-18 still in school has increased from 47 percent to 62 percent.
The substantial increase in the number of secondary students in recent years, as reflected in Table 5.13, has occurred in varying
This projection assumes a net immigration rate of 10,000 persons per year and medium upper secondary retention rates. Annual growth rates in the secondary system since 1954 far exceed those in the primary system, which are shown in Table 4.3 of the previous chapter. Due to the slower growth in the number of places in private schools, the impact of the growth was that much greater on the state system.
Ultimately, by the end of the 1970s, there will be an absolute decline in this age group of the population. The estimated number of pupils is derived from Forecast B, which assumes a net migration of 10,000 persons per year, and average retention rates in the upper grades. Movements in the number of pupils in the upper years have a special significance, because they have a direct effect 78.
For the rest of the forecast period, the number of students in the primary sector should grow relatively quickly, as shown in table 4.3. As a result, changes in parental preferences between the two systems can have a significant impact on numbers in the upper grades of state schools.
Teachers
The annual survey of class sizes carried out by the South Australian Institute of Teachers, which covered over 92 per cent of
This reflects the short training period previously available to most such teachers. There are thus two issues involved in considering the gender composition of the teaching force. If you only consider teachers in the arts and sciences, women make up only 36 percent of the total number.
More than two-thirds of the 3.6 percent of women employed at the level of Deputy Chief Class II and above in the primary service were baby mistresses. The proposed reduction in the number of headship classes could help make this possible. The slower growth rate of the school system in the coming decade adds a note of urgency to the consideration of such problems.
By the end of 1968, approximately one-third of the state's teachers had left the school in which they had been employed earlier that year. NUMBER OF TEACHERS LEAVING A SCHOOL AND NUMBER WHO HAVE SPENT LESS THAN THREE YEARS AT SeHoot. These changes are as follows: a) The number of classes of promotion positions will be reduced.
Whether teachers who are not actually available for classroom teaching are included in the number of teachers also influences the outcome.
CHAPTER 7 Non-Government Schools
In Table 7.2 primary and secondary enrolments are shown separately for both Catholic and non-Catholic schools for the period
Non-government schools catered for a smaller proportion of
Of the total number of pupils in non-government schools, 69 per cent were in Catholic schools, compared to 81 per cent for Australia as a whole. Non-denominational schools accounted for 10 percent, with the remaining 21 percent in schools of certain Protestant denominations. The lower proportion of all school-aged children in non-government schools in South Australia compared to other states is therefore due to the lower proportion in Catholic schools.
This lower share is explained by the smaller share of Catholics in the total population of South Australia compared to the other states, and by the higher share of Catholic children being educated in government schools in this state. It shows for selected years over the period the number of schools belonging to each type of church, and the number of non-denominational schools.
With the help of the Association of Independent Schools con- siderable information was made available to the Committee through
Table 7.6 gives an analysis of class size in non-government schools at primary level, and compares class size in non-government
In non-government non-Catholic schools, classes of 26-30 students were most common, and less than 6 percent of classes had more than 35 students. The class median was between 34 and 35 in state schools, 33 in Catholic and between 27 and 28 in non-government non-Catholic schools. For every subject, non-government non-Catholic schools had better class sizes than any other school type.
A slightly higher proportion of primary school teachers at non-Catholic than at Catholic schools were trained teachers. At the secondary level, a higher percentage of teachers in Catholic than non-Catholic schools had some vocational training, although more than . half of those with an education had prepared to become primary school teachers. Non-government non-Catholic schools had significantly higher percentages of teachers with science degrees than Catholic or government schools.
Non-Catholic non-government schools again had a higher proportion of teachers with science degrees (92 percent), but at this level the difference between school types was less pronounced, Catholic schools had 88 percent of teachers graduate in science. , and public schools 78 percent. Fifty-eight percent of staff employed as primary teachers in non-government non-Catholic schools had been employed at the school for six or more years, and 44 percent of secondary teachers.
For the financial year 1969-70, the recurrent cost per primary pupil in the government system was $193, and that per secondary
Such a school in the government system would have eight promotion positions at the master's level and above on a staff of at least 32. Salary differences between boys' and girls' secondary schools are reflected in lower fees in the latter. The highest fees charged were in non-Catholic boys' schools, and the fees in Catholic schools were, even at the highest level, below any fees charged in non-Catholic schools.
All fees charged in non-Catholic schools exceeded these costs, except for those in the two co-educational secondary schools, whose fees were almost identical to the cost per pupil. If direct state aid is added to the fees, all schools in this group had incomes per student, excluding income from other sources, greater than the recurring costs per student in the public system. The income per pupil from fees and government aid in the two boys' schools that charged the highest fees was $655, excluding income from other sources.
In comparing these revenues with the recurring cost per pupil in government secondary schools, allowance must be made for the financing of fees for borrowed funds, which in non-government schools must be met from fees. Average fees plus state aid amount to just $90 per pupil, while the recurrent cost in public schools, excluding the cost of teacher training, was $193 per pupil in 1969-70.
Many benefits have long been available to pupils and parents in non-government schools and to the schools themselves. These
Source: Fees in non-government schools, Department of Education and Science, Canberra, 1970. pupil in the public system. The main benefits equally available to students in government and non-government schools are:. In the Australian Capital Territory, government capital support extends beyond interest subsidies for the repayment over 20 years of loans made to non-government schools.
If the students who are currently in non-government schools were to all transfer to government schools, the entire cost of their education would have to be covered by public funds. The standards and approaches of non-government schools influenced changes in government schools and vice versa. The purpose of these visits seems uncertain, as the state has no jurisdiction over the operation of non-government schools.
Problems of external moderation of standards now arise for non-state schools in light of the increased reliance on internal accreditation. At least in Victoria and Tasmania, only teachers with a certain level of qualification are allowed to be employed in non-government schools.
