boarding€¦ · support for the student while they are away from home, and a families ability to...

Boarding

S1 Alice Springs Branch

That NT ICPA lobby the Northern Territory Government to support their geographically isolated

families whose children attend boarding school, through the provision of a living away from home

allowance, similar to that in QLD, SA and NSW.

Explanation:

Families who choose a boarding school for their child/ren do so with their own unique and personal

considerations. These considerations might be based on the student, such as abilities

& aspirations, temperament & qualities; they could also be very specific to the family, such as

support for the student while they are away from home, and a families’ ability to attend boarding

functions during the year.

Presently, the NT Government provides a travel allowance & a supplementary boarding (maximum

value of $600) allowance to assist students who board within the NT. For NT students boarding

interstate, the travel allowance is only applicable from place of residence to the nearest point of

public transport.

State support for NT geographically isolated families who send children to boarding school is far less

than that provided by other States, including South Australia, Queensland and New South

Wales who all provide a Living Away From Home Allowance (LAFHA) to students who board, both

within and outside of their State. For example, QLD pay LAFHA for students who also board in NSW;

NSW pay LAFHA for students who also board in QLD, SA, VIC and the ACT. SA has the State Education

Allowance regardless of which state the boarding school is located, in addition to a

travel allowance.

To assist with the financial commitments related to educating geographically isolated students who

attend boarding school, and in line with support offered by neighbouring States who recognise the

huge commitment their geographically isolated families make to educate children this way, we call

on the Northern Territory Government to support all NT geographically isolated students who attend

boarding school with a living away from home allowance, irrespective of where the boarding school

is located.

Moved: Amber Driver Seconded: Jodie Solczaniuk Carried Sarah Cook spoke to the motion equity in education GI student not all treated equal with additional government support given to disadvantaged indigenous students. S2 Katherine Branch

That NT ICPA lobbies the NT Department of Education to make the NT Supplementary Boarding Allowance comparable to the Living Away from Home Allowance (LAFHA) of other states, and that students boarding interstate be allowed to access this assistance. Explanation: For many children living in rural or remote areas of the NT, attending boarding school is often the only option for them to complete their compulsory secondary education. Many families choose to send their children interstate as there are limited options within the NT and they often would prefer to send their children where they have extended family or friend support. Most states in Australia

have allowances which are an additional payment to the Federal Assistance for Isolated Children (AIC) to assist families with covering the expenses of boarding schools. The NT Supplementary Boarding Allowance of up to $600 p.a. is only available to students that attend a boarding institution in the NT (unless specific dispensation is received from the Chief Executive of the NT Department of Education). Most of those attending boarding school interstate are only eligible to claim the NT Remote Area Travel Allowance Scheme for four return trips per year from the student’s home to the nearest centre from where interstate transport is available. Moved: Kerrie Scott Seconded: Helen Harding Carried


That NT ICPA lobbies the relevant transport companies to create an affordable ‘Student

Concessional Fare’ for students attending educational institutions within Australia who need to

travel between their home residence and the educational establishment they attend.

Explanation:

This includes, bus, train and aircraft providers.

Moved: Amber Driver Seconded: Jodie Solczaniuk Carried


That NTICPA lobbies ICPA (Aust) to continue to lobby the relevant ministers for an increase in the

Assistance for Isolated Children (AIC) - Boarding Allowance to more closely reflect the increased

cost to families with children who must board away from home to attend school.

Explanation:

Boarding fees are rising every year and the AIC is not keeping up with these rising fees. The AIC

Allowance needs to be updated constantly to reflect the increasing financial burden being placed on

isolated families to educate their children. We are aware the AIC Allowance is indexed to the CPI,

which allows for a small increase each year. However, this increase is nowhere near the actual

increase of boarding school fees resulting in the gap between the allowance and the real cost of

educating isolated students widening substantially.



That NT ICPA lobbies the relevant Government Departments so that all Rural and Remote students

in the NT, receive Student Travel Allowance to get them from their home, to their place of

education within Australia.

Explanation:

The Northern Territory Student Travel Allowance and Mid Term travel allowance presently only assist

with travel from place of residence to a point of transport with in the NT. The NT have far fewer

options when choosing a secondary boarding school for our students. Some students must board

interstate to best meet the needs of the child. Reasons for choice of secondary boarding schools vary

from family to family based on subject choices, children's learning needs and interests, family

responsibilities and location. For example there are more subject choices available in metropolitan

areas, there is also no agricultural school in the Northern Territory with a large base of children from

agricultural families. State level sport options are very limited in the Northern Territory. Currently the

travel allowances available to our students are not available when children travel interstate for the

school terms.


Communications and Technology


That the NT ICPA lobbies ICPA (Aust) to lobby the Minister for Communications, National Broadband Network Company and internet providers to ensure that all Australian students have equal internet access with regard to speed, quality, capabilities, and cost of the service. Explanation: Many students and families living in rural Australia will not have access to the NBN fibre optic cable and will still be reliant on the fixed wireless or new generation satellite networks for their e-learning through email and internet. The Government needs to recognize that as the internet has become an essential commodity in our lives and learning and ensure that we are not faced with exorbitant charges to maintain reasonable access for our children’s education and that speed and quality are not compromised as well. We would also like to ensure that there are adequate NBN connections and data access available for each child that is enrolled in Distance Education. The internet is an essential commodity for educating rural children, especially those who are schooled through the Distance Education arena at home and not a mainstream school environment. More emphasis needs to be placed on rolling out the NBN in these remote settings where no other form of communication or connectivity is accessible. Moved: Amber Driver Seconded: Jodie Solczaniuk Carried S7 Alice Springs Branch

That NT ICPA lobbies ICPA (Aust) to lobby Telstra and other relevant Telecommunications

Providers to ensure that rural & remote students experiencing phone outages and faults are

attended to as a matter of urgency.

Explanation:

There have been several instances where landlines have taken up to 6 weeks to repair. It is not

uncommon for branch members to be without a landline for weeks on end. When the phone lines are

not working most remote families have no access to a mobile network and have no other form of

phone contact at all. On top of this issue is the frustration of alerting the network providers that the

phone is not working via the painfully slow, limited data internet service; often you have no way of

knowing if your email has actually reached the correct place or person to help fix your phone line. If

you are unaware of an email address to report your phone faults to – you become reliant on

messaging people who may be able to report the fault for you – often this is not adequate as they are

not privy to your account details, GPS coordinates, ref numbers, fault history not to mention the use

of their time- sitting on hold for 15min etc etc. The frustrations with an ongoing faulty phone line is

raw and real. When your phone is not working you can’t call the service provider every day until it is

fixed, hence why these issues can easily be forgotten or pushed to the side by our phone providers for

weeks on end. This means that students are unable to receive essential Private Lesson Time (PLT) or

contact their teachers when assistance is needed. Not to mention the serious implications because of

the inability to contact the Flying Doctors or other emergency services when needed. We ask that

when distance education students are involved, the repair time on faults be urgently prioritised and

the phone providers MUST be accountable and take action when a remote fault is reported.


Jane Morton in explanation would be good to include actual case studies to send to Federal


That NT ICPA lobbies ICPA (Aust) to lobby the relevant Telecommunications Providers to ensure

that all rural & remote students have consistent access to continuous and reliable telephone

communications through the upgrade of obsolete technology.

Explanation:

Extended periods without phone access due to obsolete technology are impacting student’s

education through not being able to contact their teachers, or their teachers being able to conduct

the student’s for regular private lesson times. (PLT).

Australian Telecommunication Providers state that they are committed to upholding the legislated

Telecommunications (Customer Service Guarantee) Standard 2011 ("the CSG Standard"), as amended

and issued by the Australian Communications and Media Authority (ACMA). The Customer Service

Guarantee (CSG) Standard specifies certain requirements to which carriage service providers

(including Telstra) must adhere to in relation to the provision and repair of Standard Telephone

Services and appointments associated with these activities.

One family of our branch was recently without a Telstra landline for 4 weeks. A year previously they

were without it for over 6 weeks due to the obsolete technology of radio repeaters failing. Telstra’s

service agreement states that they'll repair faults and service difficulties within specified time periods

based on the service location with ‘Remote’ issues being resolved by the end of 3 full working days

after being reported. When obsolete technology is being used often components have to be remade

as are not ‘on the shelf’ and therefore falls outside the jurisdiction of the guidelines.


Sarah Cook mentioned that the word “Obselete” labelled by the provider still very relevant to those

that use it.

Amber Driver still seeing the same problem with current tech as equipment not being maintained

and still seeing long delays

S9 Katherine Branch

That NT ICPA lobbies ICPA (Aust) to lobby the Minister for Communications to ensure that all Australian students have adequate internet access with regard to speed, quality, capabilities and cost of the service. Change wording requested Conference permission granted Explanation: We acknowledge and thank ICPA (Aust) and the Better Internet for Rural, Regional and Remote Australia for their continuous and effective lobbying of the Federal Government, Telstra, NBN and other providers on internet issues in the bush. In particular, the negotiations with NBN to provide dedicated ports for education/health under the Long Term Satellite Solution (LTSS) is potentially an important breakthrough. In the transition from existing services to the LTSS, the prioritization of installations required for education is paramount. While expected data speeds, plan sizes and service reliability should be superior to current experiences, concerns are emerging about the data allocations in plans being heavily loaded towards unreasonable off-peak times. The Mb/$ continues to fall extremely short of those available to our urban counterparts, thus ensuring maintenance of the internet divide between regional and urban areas. Moved: Kerrie Scott Seconded: Helen Harding Carried

Curriculum: Nil Distance Education

S10 State Council

That NTICPA lobby the NT Department of Education to ensure the reliability and quality of Interactive Distance Learning (IDL) for distance education students in the NT is at least maintained, if not, improved, if there is to be a migration to the nbn. Explanation Distance Education schools in the NT use REACT software to deliver their Interactive Distance Learning (IDL) program over the award-winning Northern Territory Government STARS satellite network. The quality and reliability of IDL in the NT has been the envy of distance education families from interstate. Advancing technology and potential congestion have led to the testing of REACT and IDL over the nbn satellite network in 2017. REACT is a technically innovative software and the ability of the nbn satellite internet system to deliver IDL using REACT requires new engineering solutions on the part of the software developers and nbn. NTICPA seeks an undertaking from the Department of Education that students will not suffer from any premature implementation of distance education IDL programs on an nbn network. Moved: Alethea Nicolle Seconded: Sally Sullivan Carried S11 Alice Springs Branch

That NT ICPA lobby the relevant Government Departments to ensure that all Northern Territory Schools delivering distance education receive adequate funding to supply one computer / laptop per child for the duration of their schooling when enrolled in Distance Education.

Explanation: When families with multiple Children are enrolled in Distance Education through ASSOA, KSA & NT SDE, their lessons and much of the children’s work is delivered and carried out on the computer. This means that only one child can be accessing their lesson on the computer at a time. When the child is not on a scheduled lesson delivered by the school, they need to access their emails, class webpage, Google docs, complete their work / assignments on the computer. If you are sharing one computer between 2 or more children you limit the access the child has to their school lessons or completing their work. Sometimes there are lessons that clash between the year levels and a child will miss the start or end of their class or miss the lesson completely. Alice Springs Branch ICPA would like to ensure that there will be enough funding provided and allocated to our Distance Education Schools IT umbrella now and into the future, so each child currently enrolled in distance education has access to their own Computer / Laptop. Moved: Amber Driver Seconded: Jodie Solczaniuk Carried S12 Alice Springs Branch

That NT ICPA lobbies ICPA (Aust) to continue to lobby the Federal Government to establish a Distance Education Teaching Allowance (DETA) in recognition of the role of the home tutor in educating students via distance education. Explanation:

For many young people living in remote regions, their only access to education is to study by distance education. It is clear that distance education provision is provided on the assumption that all children have ready access to a person able to deliver the program in the geographically isolated classroom. This person is the distance education tutor who must be available and able to provide the practical, day-to-day supervision and support required for the effective delivery of a distance education program. With the responsibility of the distance education tutor position often falling on the mother, fulfilling this position further compounds her workload. This can place increased pressure on other family members and may necessitate the employment of additional staff. When a family member (often the mother) takes the on the responsibility of being the Home Tutor, they are effectively unable to gain employment within the family business, ranger station, remote community etc. Therefore the income for that family can be halved. This has a detrimental effect on the families living remotely and schooling with Distance Education. The costs involved with remote living and schooling is often a monetary pressure that is placed on one of the parents as the other is teaching the children. Remote families often have no access to after school care, or day care for under school age children, so there is no opportunity for the home tutor (mother) to seek employment to relieve the burden of a sole income family. Travel expenses are high, fuel costs are high and there are many other expenses that remote families encounter while educating their children, not to mention the looming expense of secondary schooling. Moved: Amber Driver Seconded: Jodie Solczaniuk Carried S13 Katherine Branch That NT ICPA lobbies ICPA (Aust) to continue to lobby the Federal Government to establish a Distance Education Teaching Allowance (DETA) in recognition of the role the home tutor in educating students via distance education. Explanation:

Katherine Branch congratulates ICPA (Aust) on the release of the Distance Education Resource Video illustrating the commitment of home tutors to education and the challenges faced by families on distance education. Katherine Branch thanks you for your continuing pursuit of this motion. For many young people living in remote regions, their only access to education is to study by distance education. It is clear that distance education provision is provided on the assumption that all children have ready access to a person able to deliver the program in the geographically isolated classroom. This person is the distance education tutor who must be available and able to provide the practical, day-to-day supervision and support required for the effective delivery of a distance education program. With the responsibility of the distance education tutor position often falling on the mother, fulfilling this position further compounds her workload. This can place increased pressure on other family members and may necessitate the employment of additional staff. Moved: Seconded: Katherine Branch asked S13 deemed covered by S12 Conference permission granted

Early Childhood S14 Alice Springs Branch

That NT ICPA lobbies ICPA (Aust) to continue to lobby the relevant Ministers to revise the In Home Care guidelines to incorporate people employed to supervise Distance Education Lessons. Explanation: The In Home Care guidelines only allow for child carers for under school age children or out of school hours care for older children. In remote areas parents are required to supervise the delivery of lessons being taught by distance education. If the IHC guidelines allowed the educators to supervise the distance education schoolwork it would assist in alleviating a substantial cost burden carried by geographically isolated families educating their children. Moved: Amber driver Seconded: Jodie Solczaniuk Carried -Sarah Cook asked if motion consistence with Federal council work on this issue. - Jane Morton unsure what being asked Federal are keen to see this happen. Asked Sarah to clarify -Sarah response thought federal council had concerns -Jane response federal certainly been speaking to this issue along with visa requirements -Sal slightly in conflict with DETA allowance but was on federal years ago. -Jane Morton didn’t feel that they conflicted recently specified work for in home cares and nannies be included for 2nd year working visa. S15 Alice Springs Branch

That NT ICPA lobbies ICPA (Aust) to lobby the Minister for Education to increase In Home Care places in regional areas. Explanation: There are large waiting lists in place for families in the NT and many other parts of regional Australia. There is an urgent need for places to be increased to meet demand, specifically for remote families on waiting lists who have no other childcare options available to them. With the introduction of the

National Curriculum Australia wide, distance education families are spending long hours in the schoolroom and need this service to provide care for younger siblings. Increased financial pressures also see families needing an ‘all hands on deck’ approach to keep the properties running with less staff. For families unable to secure a place with In Home Care, the cost of childcare is prohibitive and many have no other option than to have babies and toddlers in the schoolroom all day to the detriment of student. Moved: Amber Driver Seconded: Jodie Solczaniuk Carried


That NT ICPA lobbies ICPA (Aust) to continue to lobby the Federal Government for the AIC

Distance Education Allowance to be extended to include all pre-school students enrolled in a

registered, distance education programme.

Explanation:

The Federal Government is committed to ensuring that every child has access to a quality early

childhood education program. For most rural and remote children this means enrolment in preschool

from when they are 3 ½ years old. Setting up the classroom for distance education delivery for Pre-

schoolers costs the same as for the first year of compulsory schooling. Extending the AIC distance

education allowance to include these students will ensure greater and more equitable participation

in Early Childhood Education by rural and remote students. Rural and remote families have no other

day care options for pre school age children, and it becomes the family's responsibility to set up these

learning environments for their young children to cover all aspects of early child development.


-Amber Driver to clarify that as asking Federal each state has a different name. Asking for all pre

compulsory

S17 Katherine Branch

That NT ICPA lobbies ICPA (Aust) to continue to lobby the Federal Government for the AIC

Distance Education Allowance to be extended to include all pre-school students enrolled in a

distance education programme.

Explanation:

The Federal Government is committed to ensuring that every child has access to a quality early

childhood education program; all states and territories have signed up to the National Partnership

Agreement on Universal Access to Early Childhood Education for 2016 and 2017. Universal Access

[has] a focus on participation by Indigenous children, vulnerable and disadvantaged children in a

range of settings in order to meet the needs of working families, and will be accessible to all

Australian children, regardless of their location. Extract from: www.education.gov.au/universal-

access-early-childhood-education

Setting up the classroom for distance education delivery for Pre-schoolers costs the same, if not

more, as for the first year of compulsory schooling. The number of children accessing this pre-

compulsory year by distance education is not huge. For example: Katherine School of the Air (KSA)

has had a structured Pre-School Program in place for over 20 years and currently (Sem 1 2017) has 16

enrolments. On average KSA enrolments have been around 20-25 each year. The NT Government

already recognises this cohort of students by making available half of the “NT Correspondence Site

http://www.education.gov.au/universal-access-early-childhood-education

http://www.education.gov.au/universal-access-early-childhood-education

Allowance – Preschool” to assist all four year old children that are enrolled in pre-school with the

Alice Springs and Katherine Schools of the Air.

Extending the Assistance for Isolated Children (AIC) distance education allowance to include these

students will ensure greater and more equitable participation in Early Childhood Education by rural

and remote students. Distance education students could benefit enormously from a minute portion of

the $40 billion allocated to early childhood education and care over the next four years, including

more than $3 billion to ensure the system is more accessible, affordable and fairer for families.

Moved: Seconded:

Kerrie Scott Katherine Branch ask that S17 be deemed covered by S16

Conference permission granted

S18 Kathrine Branch That NT ICPA asks ICPA (Aust) to monitor the transition of rural and remote Early Childhood Services from the Federal Budget-Based Funding (BFF) model to its replacement funding model. Explanation: Some rural and remote Early Childhood Services are currently funded through the Federal Department of Education and Training with Budget Based Funding (BBF) which will change to the ‘Jobs for Families: Childcare Package’ from July 2018. Some of those services, such as the Katherine Isolated Children’s Services (KICS), are unable to transition to be included under the new legislation as their primary role does not include childcare. KICS has been operating since 1988 and is a highly regarded provider of playgroups for children who are socially or geographically isolated, employing a mix of Early Childhood Teachers and experienced staff and covering 760,000 sq km of the Katherine Region, NT. The Commonwealth Department of Education has indicated the current funding for organisations like KICS will continue until June 2018. After then, these organisations may transition to the Prime Minister & Cabinet (PMC) Office through the Indigenous Advancement Strategy (IAS) funding or the Department of Social Services. ICPA is well placed to maintain a watching brief on transition arrangements to ensure organisations such as KICS continue to operate and to be funded at levels commensurate with their needs. Moved: Kerrie Scott Seconded: Helen Harding Carried

Jane Morton package went through a couple of days ago a couple of million will be released Federal

will monitor

Rural and Remote Schools

S19 State Council

That NTICPA lobby the Minister for Education to improve the standard of internet service in rural and remote schools. Explanation: Many rural and remote schools are frequently frustrated by the lack of internet connection or the speed when they are connected. Schools are experiencing difficulties especially when trying to use video programs such as You Tube to watch documentaries etc or when using REACT to connect with

other classes, eg the LOTE teacher in Darwin for lessons. The 'buffering' speed is very slow causing delays often to the point the lesson has to be cancelled. There are many educational programs that students could benefit from but schools feel the internet connection is not reliable enough to warrant the expense of subscribing to the programs. Staff would benefit by being able to attend PD sessions via the internet but this is often not possible. Schools are also concerned with the introduction of NAPLAN online that rural and remote students may be at a disadvantage due to poor internet connection. Moved: Alethea Nicolle Seconded: Sally Sullivan Carried Sarah Cook think recognise Home Tutor role in utilising the internet.

Special Needs

S20 Katherine Branch

That NT ICPA lobbies the Department of Health and Dept Education to collaborate to subsidise

accommodation and travel for children with diagnosed specific or special learning needs to attend

appointments with qualified specialists.

Explanation:

Currently PATS provides subsidised accommodation and travel for remote families travelling in excess

of 200km to visit doctors in a hospital. Parents of diagnosed specific or Special Needs children have

no access to assistance when travelling the same distance to see qualified Specialists in the Special

Needs sector. Attending appointments with specialists is paramount to the education of these

children. Families already having to deal with a Specific Needs Child whilst living in an isolated area,

and having to travel long distances to appointments are unduly stressed by the necessity, on top of

that, to finance these trips themselves as well. The Patient Assistance Travel Scheme should include

subsidised travel and accommodation for diagnosed children needing to see Specialists in this field of

Specific or Special Needs wherever those specialists may be located; whether in a hospital or not.

Moved: Kerrie Scott Seconded: Helen Harding Carried

Tertiary: Nil Miscellaneous


That NT ICPA lobby the Minister to ensure the ongoing commitment by the Department of Infrastructure, Planning and Logistics in support of the NTCA recommendations for the NT Roads network, to ensure continuity of access for our children’s safety and educational needs. Explanation: The appalling condition and deterioration of remote roads in the Northern Territory has become a major concern for remote residents that have no choice but to travel on roads that are clearly not safe and are indeed impassable for weeks at a time. Roads are vital and play an integral part of the safe delivery of students to face to face functions,

correspondence materials delivery and the safe passage of Distance Education Staff to students “home visits “and for all DECS staff visiting communities as well as health workers and child care services. Government has to urgently commit to a long term maintenance strategy with adequate funding to bring these roads back to “all weather” and “safe trafficable “surface. Families and teaching staff have no option other than travelling on roads with extremely undesirable driving conditions which not only affects a safe lifestyle but is also having a detrimental effect on education, and the business operations which sustain the lives of those in the bush. Moved: Amber Driver Seconded: Jodie Solczaniuk Carried S22 Katherine Branch

That NTICPA lobby the Minister for Infrastructure, Planning and Logistics on increased maintenance of roads to ensure safe conditions for families travelling to attend to educational needs. Explanation: Many families need to travel vast distances over NT Roads to attend to the educational needs of their children and there is concern over funding not being available for adequate road maintenance. For example: The current maintenance program on the Central Arnhem Road cannot keep up with the high volume of heavy vehicles/road trains using the road to access cattle stations, and communities and Gove region, leaving the road in unsafe conditions only weeks after a maintenance grade. Every time there is an upgrade to a community facility in Bulman, Gupuwiyak or Nhulunbuy, such as building a new school, shop, government offices, or mining demobilisation, all materials are transported by road train along this road. Sometimes large convoys. This affects families when the road becomes so poor that they need to consider whether their children can attend a schooling event or assessment due to safety concerns. Moved: Kerrie Scott Seconded: Helen Harding Carried S23 Katherine Branch

That NTICPA lobby the minister for Education to reduce the requisites requirements of rural and remote living teachers to maintain their teacher registration to prevent the loss of those teachers from the workforce. Explanation: In the Northern Territory, all teachers are required to maintain their Full Registration by teaching 180 days and participating in professional learning (PL) for 100 hours over a 5 year period. (36 days per year teaching and 20 hours per year PL) For many relief teachers living rural and remote, the teaching days can be difficult to maintain as there are not only limited schools to attend due to distance, but employment of relief teachers for rural and remote schools fluctuates with student attendance, staff organisation and structure and budget limitations. The serious risk to the education system is the loss of very experienced, qualified teachers from rural and remote areas, further exacerbating relief teacher shortages and remote teacher burnout. Of no less importance is the devaluation of long-serving, dedicated, highly competent teachers. ICPA recommends the Department consider some dispensations such as a significant reduction in contact time, to allow experienced, remote teachers to maintain their registration and contribution

to education in the NT. Example: A relief teacher living on a cattle station serviced their closest school, a hundred kilometres away, one to two days a week for 25 years, covering one class teacher and one teaching principal’s release time. A rise in attendance gave the school an extra teaching position and a Principal with no class so they were able to cover all release time for two teachers. Therefore no relief teacher was required for three years. The relief teacher had to travel 3 to 4 hours each way over poor roads in their own vehicle to remote communities to avoid losing their full teacher registration. Moved: Kerrie Scott Seconded: Helen Harding Carried

S24 STATE COUNCIL THAT Mrs Jan Heaslip OAM be appointed Patron of the NT ICPA for the year 2017/2018. Moved: Alethea Nicolle Seconded: Sally Sullivan S25 STATE COUNCIL THAT Ruth Woerle is appointed the NT ICPA Archivist for the 2017/2018 term. Moved: Alethea Nicolle Seconded: Sally Sullivan S26 STATE COUNCIL THAT Ruth Woerle is appointed the NT ICPA Newsletter Editor for the 2017/2018 term. Moved: Alethea Nicolle Seconded: Sally Sullivan S27 STATE COUNCIL THAT Linda Bowman is appointed the NT ICPA Home Tutor Register Coordinator for the 2017/2018 term. Moved: Alethea Nicolle Seconded: Sally Sullivan S28 STATE COUNCIL THAT Sue Shotton is appointed the NT ICPA Web Master for the 2017/2018 year. Moved: Alethea Nicolle Seconded: Sally Sullivan S29 STATE COUNCIL THAT the 2018 NT ICPA State Conference be hosted by the Alice Springs Branch. Moved: Alethea Nicolle Seconded: Sally Sullivan

Floor Motion F1 Alice Springs Branch

That NT ICPA lobbies ICPA (Aust) to lobby the relevant Telecommunications Providers to ensure

that all rural & remote students have consistent access to continuous and reliable telephone

communications through regular maintenance of existing telephone infrastructure and prioritise

repairs. Telecommunication providers to provide temporary satellite phone to any rural or remote

family where phone fault is not rectified with in three working days.

Explanation

Telecommunication providers must explore and fully understand the on the ground situations to be

able to find a solution to this (and as stated in S8)


boarding€¦ · support for the student while they are away from home, and a families ability to...

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