problem of basic education

 that the school is unsafe or the journey is perilous or too long. Families believe that they
cannot afford to sacrifice their daughters' help or income. The problem of basic education is

also on the supply side the availability of safe, accessible, gender-sensitive schools,
 employment possibilities for women, or educational information for families. In many countries,

 when the importance of education is explained or tuition fees eliminated, parents eagerly send
their daughters to school.

A recent report on poverty found that 135 million children in the developing world between the
ages of 7 and 18 had no education at all, with girls 60 per cent more likely than boys to be so
 '
educationally deprived'. Educational deprivation and poverty go hand in hand. Gender disparity
in education is significantly greater for children living in poverty. Reforms to help girls

enrol and stay in school can have similar effects on boys, advancing the aims of 'Education For

 development of child-friendly, gender-sensitive teaching methods that reach out to 
individual needs improves the learning experience for all students. A  study in eight
countries concluded that addressing girls' education improves school quality and helps improve
 boys' attendance.

the gender gap. Local beliefs, traditional practices and attitudes about gender roles often hold
 girls back from school. Parents' objections to their daughters' going to school are also often

caused by safety or economics rather than a belief that girls should not be educated.

Different countries have adopted different strategies for reaching the goal of Universal Primary
 Education. Let us look at an example from Pakistan.


non government organization based in Pakistan, initiated an innovative basic education
project for per-preschooler based on the 'Sesame Street' series produced by US-based Children

Television Program me.  version of the program me is called Khul Ja Sim Sim  program me

 which is an Urdu adaptation of Sesame Street. The Sesame Street series is viewed in 88
countries including Pakistan. familiarizes children with the puppet characters and

concepts of the Open Sesame show within a thoroughly  frame of contexts.

The episode series was an effort to enrich the pre-school children's environment, which
has otherwise been invaded by tunes from movies meant for older audiences. KJSS targets children
 of  years of age from lower middle class families, many of whom are probably the first

 generation going to school. To fulfill the learning needs of the children, teachers are
 encouraged to view the overall social and physical environment as a vast learning resource.
 Parents and communities also actively participate in the learning process.

 revolves around the concept of multiple intelligence, which is based on the assumption that
 each learner is intelligent and talented, no matter what the background or exposure. The theory

proposes that all individuals possess several different kinds of intelligences which could contr
ibute and enrich the classroom environment. Multiple-intelligence acknowledges that there are

goal of development

the Millennium Development Goal of universal education. Both boys and girls benefit
 from early childhood program mes. Flexible scheduling helps boys and girls who work inside or
outside the family. Schools closer to children homes make it easier for all children to attend.
 Providing latrines and water to schools helps girls who are more likely affected by the lack of
 these facilities, but boys benefit too. And violence-free schools are good for everybody.


Education is the key to breaking the vicious cycle of poverty. Once people can read they can
vote. Once people can add and do basic math they can run a business effectively. Education

allows people to be more productive, earn better wages, protect their health and have a

voice in their society. The power of education extends across generations. Children of mothers
 who have been to school are healthier, better nourished and more likely to attend and succeed

in school than children of mothers who have never gone to school education is one of the most
effective weapons against  and other diseases, and raises awareness of living conditions

 and environmental protection. Life expectancy rises by as much as  years for every 1 per cent
 increase in literacy.

The  Conference on Education for All pledged to achieve universal primary education by 
But in ,million school-age children were still not in school,  percent of them girls

and  percent were in developing countries mostly in South Asia and Sub-Saharan Africa.
The Millennium Development Goals set a more realistic, but still difficult, deadline of

 when all children everywhere should be able to complete a full course of primary schooling.

The Conference on Education For All recognized that there was chronic neglect of children'
right to education especially girls' education. It helped re-establish that education is at the

heart of development and recognized the importance of closing the gender gap. However, it
mistakenly assumed that the general drive towards education for all would automatically reduce

location

The region is located in the northern part of the State extending   in the

to Lake in the east, from the coast to south of the Great Northern


Highway. It covers about 1421,000 square kilometres slightly larger than Japan and much larger


than. It is bordered on the west by the Indian Ocean, on the

north by the Timor Sea, on the south by the Great Sandy Desert, and on the east by the Northern



Territory.    The only three towns with a population of more than 52,000 , and the total population is only

around 125,000.    The region has a young population relative to and Western . The median

age of the population is 28 years compared to 34 years for the State.

Withdraw from the program

What happens if I need to withdraw from the program



You are expected to successfully complete the practicum. If your circumstances change and

you are unable to complete the teaching practice as stated in your  application, please

contact the  coordinator as soon as possible. You will be required to return the funds if

your  practicum does not proceed or you complete your practicum in a metropolitan or

private school. A pro-rata amount may be calculated if the practicum is terminated early.

This will be considered on an individual basis, at the discretion of the Department.






Important information all applications to the will be successful, the Department has a discretionary right

to award or refuse an application. Participation in the program does not guarantee future employment in a

public school. If you have already submitted an application form for the 2010 RTP you do not need to

reapply.

Personal stories

Doing your prac in the country is a great way to experience a new lifestyle while developing

your teaching skills.

The University of  recently made a conscious effort to provide pre-service

teachers with an opportunity to experience rural and remote practicum. Students undertaking

practicum outside the metropolitan area had tended to be from the country who were going home.

In 2008 a placement in Laverton, with free accommodation and transport, was advertised to

approximately 1350 students; only one expression of interested was received. That student went

on to have a successful practicum.



In 2009 the university secured 150 remote and rural practicum placements. Students were advised

of the opportunities during a lecture, and crucially the student who had previous undertaken the practicum

spoke of her experiences at Laverton and shared her photos. The result was overwhelming and all 50 places

were filled.

Cara-Leigh Christie, an early childhood student, completed a ten week practicum in 2009 at St

Joseph’s Catholic primary school in Wyndham. In early 2010 she is undertaking a ten week

practicum at Wangkatjunka Remote Community School and

is hoping to begin her teaching career at Wangkatjunka later this year.

To support you during the program, you will be provided with financial support to assist with

travel and living expenses.Travel allowance The amount you will receive for your return journey is based on

the Department’s standard allowances for using the most cost effective method of travel. It is therefore

advisable that  you make reservations in advance for air or train travel to minimise the costs for late

bookings and to take advantage of any advertised fare specials. You are encouraged to contact

the RTP coordinator if you wish to know the precise travel allowance for each location.



Living subsidy The living subsidy you will receive depends on the district where you complete your

practicum.Your practicum coordinator will be able to assist you with information and contacts to

organise accommodation near your school.Remote schools The Remote Support Team can assist in sourcing

remote schools and suitable accommodation for your practicum. If you are still unable to find suitable

accommodation, contact the coordinator.


Liaise with your university practicum coordinator to organise a rural placement.

Once your placement has been confirmed complete an application form and forward to the

coordinator no later than six weeks before your practicum is due to start.

You will be notified of the outcome of your application within two weeks of your application

being received.

If you are accepted onto the program you can expect payment of the travel and living subsidy

into your nominated bank account approximately two weeks before the start of your practicum.

As part of enrolling in this program you will be expected to complete a feedback survey at

the end of your practicum.

Don’t forget that it is your responsibility to organise your practicum placement and

accommodation, with the assistance of your university practicum coordinator.



The Department cannot make these arrangements for you.



If you experience difficulties contact the  coordinator for help.

Rural Teaching Program

If you are a student teacher in your final year of study, the Rural Teaching Program offer you a great opportunity to undertake your final practicum in a country (rural) school including a remote school. You will be able to meet, work with and be supported by dedicated staff with experience of teaching in the country. The program provides you with a financial subsidy to assist with living expenses whilst residing in your chosen rural town. You are encouraged to become actively involved in the local community so that you can fully experience life in a rural area.

Applications are now open for opportunities to participate in this program during .


be an citizen or permanent resident or a citizen

be currently enrolled in a course leading to a graduate level teaching qualification by the

end have a course average of 60 per cent or better

have successfully completed all teaching practicums to date

have a genuine interest in teaching in a public school after you graduate

ensure your application is signed by your practicum coordinator.

the longest practicum in your final year

in a block of full weeks

for a minimum of four weeks and a maximum of 10 weeks the practicum can last for longer than

this but the maximum period for funding is 10 weeks

undertaken at a rural school; ‘rural’ is defined as any town that is a minimum of 80km



not undertaken at a school in a town where you currently liveor have previously lived or

have family connections or be within a 80km radius of that town.

If you are unsure if your practicum or selected school is eligible please check with

the Department’s oordinator.

Which schools are included in the program

Schools in these districts are included in the

There are also a few country schools in the  West Coast districts.

The Country Teaching Program offers you opportunities for advancement and leadership roles and

to fast-track your permanent employment status.





Approximately 2320 rural schools are part of the program. Many of these schools are in small,



and sometimes challenging communities.



If you participate in the program, you will receive:



immediate permanent employment status subject to two years continuous service in rural schools



depending on the location



double transfer points after two years in rural schools which means you can accumulate more



points to help you get into a school you want in the future depending on the location



financial incentives a year depending on the location.



Find out more about the conditions and allowances of teaching in a public school: School



Education Act Employees’