The President (The Hon. Peter Thomas Primrose) took the chair at 11.00 a.m.

The President read the Prayers.

Bill received from the Legislative Assembly, and read a first time and ordered to be printed on motion by the Hon. Tony Kelly, on behalf of the Hon. John Hatzistergos.

Motion by the Hon. Tony Kelly agreed to:

That standing orders be suspended to allow the passing of the bill through all its remaining stages during the present or any one sitting of the House.

Second reading set down as an order of the day for a later hour.

Message received from the Legislative Assembly agreeing to the Legislative Council's amendment.

Private Members' Business item No. 146 outside the Order of Precedence objected to as being taken as formal business.

Motion by the Hon. Michael Gallacher agreed to:

That, under Standing Order 52, there be laid upon the table of the House within 14 days of the date of the passing of this resolution the following documents in the possession, custody or control of the Treasurer, NSW Treasury, the Premier, the Department of Premier and Cabinet, the Minister for Transport or the Ministry of Transport:

(a) all documents relating to the $4.8 billion CBD Metro Rail from the City to Rozelle as announced by the Premier, Nathan Rees, on 24 October 2008 including documents relating to:

(i) concept formulation and cost benefit analysis

(ii) impact on existing and future public transport infrastructure projects

(iii) cost of the project

(iv) feasibility studies and engineering reports

(v) expert advice received

(vi) global case studies

(vii) advice received from other State Government agencies

(viii) communication and advertising plans, and

(b) any document which records or refers to the production of documents as a result of this order of the House.

The Hon. Tony Kelly tabled the following papers:

(1) Health Services Act 1997—for the year ended 30 June 2007:

Department of Health controlled entities:

Children's Hospital Advisory Council
Greater Southern Area Health Service
Greater Western Area Health Service
Hunter New England Area Health Service
North Coast Area Health Service
Northern Sydney Central Coast Area Health Service
South Eastern Sydney Illawarra Area Health Service
South Sydney West Area Health Service
Sydney West Area Health Service

(2) Health Services Act 1997—for the year ended 30 June 2008:

Department of Health controlled entities:

Children's Hospital Advisory Council
Greater Southern Area Health Service
Greater Western Area Health Service
Hunter New England Area Health Service
North Coast Area Health Service
Northern Sydney Central Coast Area Health Service
South Eastern Sydney Illawarra Area Health Service
South Sydney West Area Health Service
Sydney West Area Health Service

Ordered to be printed on motion by the Hon. Tony Kelly.

Petition requesting that a mobile phone network be established at Dalgety as soon as possible, received from the Hon. Melinda Pavey.

The President tabled report No. 4, entitled "Report Relating to Limiting Debate, Tabling of Papers when the House is Prorogued, Absence of a Quorum and Rules in the Galleries", dated March 2009.

Ordered to be printed on motion by the Hon. Don Harwin.

The President tabled the annual report of the Department of Parliamentary Services for the year ended 30 June 2008.

Ordered to be printed on motion by the Hon. Tony Kelly.

The Hon. JENNIFER GARDINER [11.08 a.m.]: I move:

That standing and sessional orders be suspended to allow a motion to be moved forthwith that Private Members' Business item No. 146 outside the Order of Precedence, relating to an order for papers regarding the Cross Border Transport Taskforce final report, be called on forthwith.

This motion could have been dealt with in formal business earlier today but the Government has refused twice now to deal with it this week. The report is a three-page document that the Government has kept secret from the people of the Northern Rivers. I recently attended a meeting at Murwillumbah railway station concerning the lack of integrated transport arrangements between south-east Queensland and the Northern Rivers region of New South Wales and the failure of this Government to provide rail community transport in the Northern Rivers region. The closing down of the rail line from Casino to Murwillumbah is still a very major concern to the people of the Northern Rivers as the Queensland Government is building a rail service to come down to the Queensland-New South Wales border and the New South Wales Government is doing nothing except growing weeds on the rail line.

It is an absolute disgrace. The Government of New South Wales has given undertakings. Former Premier Iemma met former Queensland Premier Beattie and they agreed that they would produce a Cross Border Transport Taskforce report, but they have failed to do so. Apparently a three-page document has been produced. The people of the Northern Rivers want to know what is in that document. Surely a Cross Border Transport Taskforce report on integrated transport would be a bit more substantial than three pages. We would like to know what that report contains and the people of the Northern Rivers expect this Parliament to find out. This is an important issue. I call upon the House to allow the document to be tabled.

Ms LEE RHIANNON [11.12 a.m.]: The Greens support this motion and congratulate the mover. It is very similar to item No. 164 under my name on today's Notice Paper. The Greens will support this motion. It is clearly urgent. These papers should have been released. We note that the Premier is on the record saying that the era of secrecy is over and that he is committed to open government. This is a perfect example of the opposite. This report would go a long way to providing insight into improving public transport on the North Coast of New South Wales. My colleague Ian Cohen has worked extensively with his local community on this issue. The release of this report is urgent because it has been held back for a long time despite the need to determine how to move forward in solving public transport issues and overall transport problems on the North Coast.

Reverend the Hon. FRED NILE [11.13 a.m.]: The document is only three pages long. Is there evidence that it is the final report, or is it simply correspondence?

The PRESIDENT: Order! The House is debating whether standing and sessional orders should be suspended.

Question—That the motion be agreed to—put.

The House divided.

Question resolved in the affirmative.

Motion agreed to.
The Hon. JENNIFER GARDINER [11.19 a.m.]: I move:

That Private Member's Business item No. 146 outside the Order of Precedence be called on forthwith.

I thank the majority of the House for assisting with this debate. I will not delay the House any further.

Question—That the motion be agreed to—put and resolved in the affirmative.

Motion agreed to.

The Hon. JENNIFER GARDINER [11.20 a.m.]: I move:

That, under Standing Order 52, there be laid upon the table of the House within 14 days of the date of the passing of this resolution the final report of the Cross Border Transport Taskforce in the possession, custody or control of the Minister for Transport, Ministry of Transport, the Department of Transport, the Treasurer, NSW Treasury, the Premier, the Department of Premier and Cabinet, the Minister for Roads or the Roads and Traffic Authority and any document which records or refers to the production of documents as a result of this order of the House.

The Hon. KAYEE GRIFFIN [11.20 a.m.]: This call for papers is a fishing expedition on a matter that is already subject to a public process. There is no real justification behind it. The Cross Border Transport Taskforce, comprising the directors general of the New South Wales Ministry of Transport and the Queensland Department of Transport, was established to advise the two governments on long-term transport strategies for the region. A joint Queensland-New South Wales discussion paper was released last year. I understand that submissions to the task force highlighted the importance of links to south-east Queensland and between towns and centres in the area for work, school, social and other purposes. Following receipt of the submissions on the discussion paper, the task force prepared a report on preferred options.

The Minister is currently considering the task force report with a view to reporting to the Government shortly. It is entirely appropriate that the report be fully considered before any release. To do otherwise makes a mockery of the public consultation process. It is an attempt to circumvent the public consultation and consideration process, which contributed to the drafting of the report. In the meantime, improvements to public transport in the northern New South Wales and south-east Queensland regions have started. A memorandum of understanding has been signed by the New South Wales and Queensland Premiers to improve cross-border transport services in the region.

Already this has meant that the two States recognise each other's taxi vehicle licence and driver authorisation requirements for cross-border services, subject to operators holding accreditation in both States. New South Wales taxis can also stand for hire at a dedicated Coolangatta airport taxi rank for the purpose of returning passengers to New South Wales. Surfside Buslines, which operates bus services in Queensland and New South Wales, including some cross-border services, executed its new rural and regional bus contract for services in the region on 19 January 2009. The new contract provides for greater community input as to where and when services run; greater flexibility for operators to plan services to meet changing community needs; and sustainable bus services in rural and regional areas.

The regional excursion daily [RED] ticket and improved concession arrangements were introduced on Surfside Buslines regular route bus services from 4 January 2009. This means that pensioners and seniors who previously had to pay either half price or full price when travelling on regular route services can travel as many times as they like in the one day for a flat rate of $2.50. From 4 January senior secondary school students and apprentices have also been able to access concessions. This shows we are getting on with the job of improving transport in the region. I oppose this premature call for papers.

Ms LEE RHIANNON [11.22 a.m.]: I was disappointed to hear the response from the Hon. Kayee Griffin. There is a clear need to have these documents released. The justification she attempted to give in no way negates the need for this material to be released. We are now coming to the fifth anniversary of this rail line's cancellation. It was under the former discredited Minister Michael Costa, who did so much damage to public transport, let alone the other portfolios he got his hands on. Many of his Labor colleagues agree with that. Let us remember that northern New South Wales had this rail line removed.

I congratulate TOOT, Trains On Our Tracks, and other community members who are active on this issue and have brought forward some outstanding plans for the way this transport system could be revitalised, not just by returning the services that were originally there but by bringing forward a commuter service that will allow people to get to work in different regional areas, to go to university, to move around that area in a way that would build up the community and clearly benefit many local businesses as well.

Part of the plans in the report on the cross-border study that is central to this debate is looking at the possibility of linking rail services across the border. The Queensland Government had quite a bit of foresight here in bringing rail down to the border, whereas we are seeing the cancellation of services. The Government said it would work on the report; the report has been done, so why not release it to the public? I repeat the comments I made earlier, that the Premier is on record as saying that he is committed to open government, and the era of secrecy is over. Tragically we see they are words, and the action is not playing out.

The problem here is that this report should be released. If the Government does not release it, that shows when it set up the task force it was another bit of spin. It was a way to manage what is a bad news story and a damaging story for Labor in northern New South Wales. At various points over the five years, the Government has brought forward tactics saying it is investigating this and it will have a task force on that. It is a way to minimise the damaging headlines that Labor justifiably cops time and again on this issue. This report should be made public. The Greens strongly support the local community's endeavours to bring some sense to public transport planning in northern New South Wales.

Mr IAN COHEN [11.25 a.m.]: I strongly support the motion moved by the Hon. Jennifer Gardiner. I support the comments made by Ms Lee Rhiannon in this Chamber. I speak as a member of this House who lives in that area and is directly affected, and whose community at all levels is directly affected, by the loss of the Casino to Murwillumbah branch line. That loss has had a massive impact and there has been significant demonstration of this. Ms Lee Rhiannon mentioned TOOT, Trains On Our Tracks, and many other people have been attempting, along with, I might say, The Nationals, to restore the service. People have been decrying the Government's axing of this service. Let us be clear: This was driven by the Government under the auspices of Michael Costa. It was a bloody-minded axing of a community resource and a community public service that should have been maintained.

It reflects the mean, small-minded and vicious attitude of the Minister who is no longer a member of this House. I say that thankfully. What he did was a cruel blow to the people in most need in northern New South Wales—elderly people who find it difficult to travel by other means; young people who have to travel from Casino to the university and from the coast to the university; young people who are not old enough to have a car licence and want to get to the beach in summer. Institutionalised public transport services should be beyond the reach of vicious cost-cutting and axing by the likes of Michael Costa. Yet, the Government refuses to acknowledge that this situation should be remedied.

We have put up countless applications. We have lobbied and talked to various Ministers. I have made an application to the Federal Government, in the recent round of potential infrastructure creation schemes, that the Casino to Murwillumbah rail link should be brought back at least as local commuter transport. Yes, there are other plans to expand services. Queensland Rail comes down as far as Robina, and there are other opportunities, but basically the community is struggling without decent public transport infrastructure. People are stuck on buses for many hours trying to get from one end of this catchment to their university and schools. All of this could be well and truly remedied by putting in a commuter service.

I remember wringing my ears when Michael Costa said the bridges were too expensive to repair. The man just was not interested. Many bridges in that area are extremely well constructed wooden bridges. You would not have to pull the whole bridge down to repair it; you could remove specific timbers and, like a Meccano set, put new ones back in. The repair work and engineering could have been done at a far lower cost than what was quoted as a reason for closing that branch line.

Many of the most vulnerable people in my community have a desperate need for the branch line. I do not have the exact figures in my head, but Byron Bay is a town of approximately 30,000 people that several million tourists visit every year. The branch line, with its heritage stations such as Bangalow, could become a wonderful tourist attraction if the New South Wales Government had the will, together with the community, to develop it properly. The interesting array of small businesses, cafes and heritage stations along the line would enable people to experience an extremely picturesque, exciting and highly unusual tourist attraction. However, that potential has been lost because the Government is extremely short-sighted. It has not provided basic transport, tourism opportunities or job opportunities in small communities. The Government has completely missed the point, so I thank the Hon. Jennifer Gardiner for moving this motion today.

The Hon. JENNIFER GARDINER [11.31 a.m.], in reply: I thank all members who supported the original motion. I acknowledge the support of the Greens. I acknowledge the organisation to keep Trains On Our Tracks [TOOT], which has worked hard and continues to campaign strongly for integrated transport in the Northern Rivers, and many other community groups. The fact that the Labor Party has entered the debate at the end indicates that it has not learned why it no longer retains the seat of Tweed. Cross-border transport was the single biggest issue in that electorate. Labor members spoke today about bus services when communities in the Northern Rivers region want a commuter train service. They are entitled to have a properly integrated public transport system that operates and connects with the growing south-east Queensland train and public transport system.

The Government obviously has the report and it has not given any sound reason today why the people of New South Wales, and in particular the Northern Rivers, should not have access to it. The only reason I can think of that the Government wants to cover up the report for another few days or weeks is that perhaps it contains something that is embarrassing to the New South Wales Government given the upcoming Queensland State election, which will be held on Saturday 21 March 2009. I do not know the reason the Government will not release the report, but I do know that many people in the Northern Rivers area want to see it.

My Nationals colleague the member for Tweed, Geoff Provest, who is responsive to his constituency, has tried to obtain the report through the normal channels because many organisations in his electorate would like to read it. However, the New South Wales Government has blocked his access to it. I moved this motion because there is not good reason why the Legislative Council should not see the report. I trust the House will support the motion.

Question—That the motion be agreed to—put.

The House divided.

Question resolved in the affirmative.

Motion agreed to.
The PRESIDENT: Order! During question time yesterday a point of order was taken by Dr John Kaye concerning the relevancy of a Minister's answer to a question on electricity generation trading rights. I undertook to consider the point of order and, having now done so, will allow the Minister to complete his reply, if he chooses, at the completion of question time today.

The standing orders set out various rules for questions. For example, a question must not contain arguments, inferences, imputations, epithets, ironical expressions, hypothetical matters, statements of fact or names of persons unless they are strictly necessary to render the question intelligible and can be authenticated. Questions must not ask for an expression of opinion, for a statement or announcement of the Government's policy, or for a legal opinion.

Ideally, all questions should be framed in interrogative terms. The use of phrases such as, "Is it a fact …" suggests that the question is seeking an opinion or giving information. Instead, a question should be phrased, "what, where, will, why, when, does, is …?" Unlike the various rules in relation to the asking of questions without notice in question time, the standing orders are largely silent in relation to the answering of questions. As such, the restrictions on Ministers answering a question are far less stringent than those on members asking a question. The only requirement is that in answering a question a Minister must not debate the question—Standing Order 65 (6)—and an answer must be relevant to a question—Standing Order 65 (5). The term "relevant" has traditionally been interpreted very broadly by successive Presidents, requiring general as opposed to strict relevance, and I am bound by these precedents.

The definition of the term "relevant" given by most dictionaries is "bearing upon or connected with the matter in hand; pertinent; to the point". Various synonyms given include "applicable, germane, apposite, appropriate, suitable, and fitting". When applying this to the concept of "generally relevant", I am of the view that as long as an answer pertains to or bears upon the question it is within order. It is not for the Chair to direct a Minister how to answer a question. Ministers are not obliged to answer questions. They can answer part of a question. The Minister may answer a question in his or her own manner. Even though a question may invite a "yes" or "no" answer, members cannot demand that an answer be in such terms, and the Chair cannot compel a Minister to answer a question other than in the way the Minister chooses.

There is a long line of authority indicating that provided a Minister complies with the general rules of debate, he or she may answer as he or she sees fit. For example, it has been ruled that answers containing imputations of improper motives and personal reflections are out of order. However, while a member cannot ask a question seeking an announcement of government policy, a Minister can make such an announcement in his or her answer. Furthermore, in answering a question a Minister cannot refer to a matter that is before the House. However, a Minister can express an opinion in an answer. Erskine May Parliamentary Practice describes question time as not a time for debate but one for seeking information. Members should be mindful of this when drafting their questions, and Ministers should respect this intent when giving their replies.

Debate resumed from 5 March 2009.

The Hon. ROBYN PARKER [11.45 a.m.]: Indigenous disadvantage in this State remains at an unacceptable and challenging level. I am confident in saying that there is no member in this House, and I am sure in the other place, who does not accept that. In addressing that disadvantage it is important that we provide equality of access to education. High-quality education programs should be implemented in partnership with communities with a view to addressing significant issues dealing with early school disengagement and poor school outcomes for Aboriginal students. I am encouraged to hear that this motion will be amended to include the word "partnership". It is important that whenever we are discussing anything to do with Aboriginal issues we work with Aboriginal communities and families, rather than impose any sort of program upon them.

There are many reasons for the gap in outcomes between Aboriginal students and non-Aboriginal students. To close that gap, and to increase Aboriginal student participation and engagement in schools, we must have a number of programs in place. Those programs should include access to early learning opportunities, and an education that prioritises and values cultural identity and respect, and an understanding of Aboriginal people and cultures by not only educators but also all of us who are involved in making and implementing policy, both in this place and at the departmental level. Essential in that mix is that community partnerships and engagement with the community must be highly prioritised. As Professor Chris Sara is fond of saying, we need a rigorous and intellectually demanding curriculum that upholds high expectations of all indigenous students. We must ensure that our expectations are high, that we set the bar high, and that we encourage the best outcomes from every child in an educational environment.

Education is one of the most difficult areas in which to measure success. It is a debate that education commentators, and everyone involved in education, have discussed at length over the years. Success, however, is relative. Educational success can be achieved not just in terms of academic accomplishment but also in the holistic development of a child. Any efforts to address improvements in Aboriginal education must consider this by addressing individual needs. We cannot just throw a bucket of money at the problem; there is no such thing as a one-size-fits-all approach. What is needed is a holistic approach in which the needs of that community are considered and the child's welfare, health, housing and family circumstances are also considered.

When poor social outcomes in a number of areas are multiplied, the disadvantage for Aboriginal people increases exponentially. Many outstanding and successful programs are already operating to address these issues. One such program is called Learning Ground, a program run in Mount Druitt that is designed to build self-esteem, and improve family and community relationships. Other programs also look at healthy starts for children in terms of breakfast programs and early intervention programs. How can we improve Aboriginal education? Can it be improved? Can we close the gap between indigenous and non-indigenous statistics? Can we improve the social outcomes of indigenous students? Yes, we can, but only if the resources, commitment, support and funding are channelled in the most effective way. As Mick Dodson, the 2009 Australian of the Year, recently said:

Funding on capital works like buildings and computers for example under the Education Revolution, is worth bugger all without kids in classrooms, teacher quality, relevant curriculums and school reports that parents can understand.

He also said:

Education is something we've let slide miserably in recent decades. We have failed a lot of children in that time and a disproportionate number of those children are indigenous.

Cape York indigenous leader Noel Pearson supported Mr Dodson's push to address the gap in attendance rates in a recent article in the Australian, and I quote:

Dodson is dead right to set 26 January 2010 as the date for closing the gap on school attendance. If the Governments led by Prime Minister Kevin Rudd and his State and territory counterparts, and the leader of indigenous Australia, cannot respond to the primary school participation gap and close it by the start of the next season, then we might as well forget about closing the gap on anything. It is not rocket science. Children from disadvantaged backgrounds in Australia can attend schools as well as anybody.

Attendance rates for Aboriginal students in both primary and secondary education are around 80 per cent lower than those for the general student population. Getting students to turn up is one of the first issues to be addressed. It is important to highlight two reports in the last year that give specific details on the Government's performance in the area of Aboriginal education: the 2008 Auditor-General's report, and the interim report on the Inquiry into Overcoming Indigenous Disadvantage in New South Wales. I am sure a number of honourable members who participated in the inquiry will want to speak to this motion, and I commend the outstanding work of the committee.

The 2008 Auditor-General's report found that the New South Wales Government has spent more than three times the money on improving literacy and numeracy than it did 10 years ago, yet there has been little real improvement in our children. Funding has increased from $53 million to $154 million, but testing of literacy and numeracy has barely changed. The report found that students from remote and regional areas, as well as indigenous students, and students from non-English speaking backgrounds, are well below minimum standards in numeracy and literacy. The gap is widening between students in rural and metropolitan areas. In some areas of New South Wales one in five students are at or below the minimum level of literacy and numeracy, with an overrepresentation of indigenous students in this group. The same poor results were found in the report of the Standing Committee on Social Issues into overcoming indigenous disadvantage, which was released last year. The interim report investigated a range of themes in the first half of the inquiry, one of which was the employment, mentoring and training of Aboriginal people. In summary the report said:

Initiatives such as mentoring and VET in school programs have had an impact in some schools and communities but the number of students meeting the national standards in literacy and numeracy remain below that of non-indigenous students. There has also been an increase in the number of indigenous people gaining post school qualifications but the gap between indigenous and non-indigenous education levels remains unacceptably large.

The report examined education in indigenous communities quite closely and found that the most recent Two Ways Together Report On Indicators showed no significant improvement in the proportion of Aboriginal students reaching the literacy and numeracy national benchmarks between 2001 and 2005, and there remains a considerable gap between Aboriginal and non-Aboriginal students. The report said:

By the time Aboriginal children reach year 3, they are on average 19 months behind non-Aboriginal students in literacy and reading skills and are half as likely to complete year 12.

Government programs must address that across the board. I will return to this later. The impact of poor education among indigenous students was recognised in a number of submissions to the inquiry. For instance, Frank Pearce, the Aboriginal State Coordinator of Aboriginal Education in the New South Wales independent education sector, said:

Poor education levels lead to poor job prospects, which leads to poor and in a lot of cases sub standard incomes, which leads to poor housing, nutrition and health. This is turn leads to low self-esteem and lack of motivation. In order to overcome all of these disadvantages, a good quality education is essential be it in public or private education.

There are a number of programs to assist disadvantaged schools; the Schools in Partnerships program is but one example. I was interested to read the submission received from the New South Wales Aboriginal Education Consultative Group—the partners in that program—to the inquiry. It said only a small proportion of schools are involved and none are located in some areas that have the greatest Aboriginal population. That key factor should be addressed. I quote from the submission:

It does affect a small number of kids, a very small number of kids. South Western Sydney has got 20 per cent of the Government enrolments. Campbelltown has the second highest Aboriginal population in Australia where 14,500 Aboriginal people live. There is not one school under the Schools in Partnership program.

Some may argue that those schools are catered for under the Priority Action Schools Program, but as Sister Jan Barnett from the Sisters of St Joseph pointed out to the inquiry:

Policies aimed at reducing or eliminating targeted educational support programs for indigenous people in favour of mainstream programs risk undermining past gains in educational participation and ultimately in employment.

There are many wonderful schools and education facilities in this State dedicated to Aboriginal education. A key aspect of that education is the language development. I have seen some wonderful language programs. I grew up in New Zealand, and I understand the importance of cultural awareness and language development with indigenous people. I was pleased to read that a successful Aboriginal language program at the St Josephs School at Walgett has inspired children and that enrolments of indigenous students have more than tripled since the program began. Teachers, parents and linguists reportedly have said that it has been successful in improving student's self-esteem, literacy and school attendance. There are great mentors and workers in New South Wales who do their best to improve outcomes in indigenous education but they need support and funding across the board. Many participants in the inquiry told the committee that it is about educating children early. Brett Manton, who is a former Aboriginal school administrator, said:

If you do not turn Aboriginal kids on to education in the preschool and early years, you have Buckley's chance of turning them around.

The committee also reported that an increase in specifically targeted funding might be needed, as much of the funding towards Aboriginal education is in short-term or pilot programs, which limits the ongoing or long-term measures of success. Programs must be consistent and ongoing. Pilot programs and short-term funding achieve great outcomes but unless they are rolled out and given long-term funding the success is short term. That should be addressed not only in the roll out to education but also in broader community programs.

The committee report noted that the attendance rates at school among Aboriginal children starts to drop at the age of 15 years. The Government is talking about increasing the age at which children can leave school, but that is pointless for Aboriginal students, or any other students for that matter, unless they are involved in meaningful activities. The report provides examples such as Alexandria Park Community School, where the attendance rates are worse than other schools in kindergarten and taper off towards year 12. That highlights the need for a holistic approach to Aboriginal education, where support is provided to parents who often have limited education.

Mentoring was a common theme throughout the inquiry. It is essential for effective school delivery not only at the school level but also later during transition to work. The report of the Review of Aboriginal Education identified a number of barriers faced by Aboriginal children in accessing preschool and early childhood services, such as the lack of preschool places, the lack of transport affordability, and people being uncomfortable with programs that are not culturally appropriate. Preschool numbers are increasing. We must direct our attention to making preschool attendance more affordable.

The inquiry report also noted the lack of certainty surrounding the identification of indigenous students with disabilities. While this motion is congratulatory of the education department's achievements, it is fair to say there is more to be done. That fact was recognised by the Hon. Christine Robertson. We have an enormous way to go before there is parity between indigenous and non-indigenous students in New South Wales. Spending per primary school student in New South Wales is now the second lowest in Australia and well below the national average. There are some fantastic programs, but there is little in the way of maintained funding, support and resources. I congratulate the schools, mentors, teachers, parents and communities who are doing all they can to improve indigenous education.

Pursuant to sessional orders business interrupted and set down as an order of the day for a later hour.

The Hon. MICHAEL GALLACHER: My question without notice is directed to the Minister for Police. Why has the Minister not taken local area commanders into his confidence in relation to his plan to scrap or, as he refers, quarantine up to 72 public servant positions every year for the next three years—people who perform a significant role in assisting police within the NSW Police Force? With 56 positions already gone, why does the Government refuse to outline publicly which jobs will be done away with? Why has he not told police about the impact on front-line police once these positions have gone?

The Hon. TONY KELLY: It is disingenuous of the Leader of the Opposition to suggest that he supports police when only yesterday in the other place the shadow Attorney General, Greg Smith, indicated that he would seek to move amendments that would weaken legislation that supports police. The Government will meet its election commitments. We went to the last election with the promise of putting more police on the beat across New South Wales. I am determined to see that we deliver on that promise for New South Wales. The Premier also is committed to making sure that we keep our promise. We will deliver on our commitment of an additional 750 police officers by increasing our police numbers this year.

The Hon. Michael Gallacher: Point of order: My question relates to public servants jobs within the police service, not sworn officers. It is clearly about cutting public servants jobs.

The PRESIDENT: Order! There is no point of order.

The Hon. TONY KELLY: As I said, we will deliver on our commitment of an additional 750 police officers by increasing police numbers this year to a record 15,236, rising to 15,956 by December 2011. We also will deliver on our commitment in relation to 30 police stations across the State, in the country and the city. The Leader of the Opposition should make sure that all his party is on board. He continually complains about police numbers. I remind the member that recently the member for Barwon placed on record that he has an extremely strong local force and recent statistics suggest that in Barwon staffing is stronger than ever. Opposition members who complain about police numbers should look at that. The Government has delivered on another record budget of $2.4 billion for our front-line police to drive down crime across New South Wales. An additional $7.7 million has been provided for the employment of an additional 100 police officers by 2011, as part of a package to increase authorised police numbers by 750. We intend to keep our election commitments.

The Hon. HENRY TSANG: My question is addressed to the Treasurer. Can the Treasurer update the House on the latest employment statistics?

The Hon. ERIC ROOZENDAAL: According to the latest official figures released this morning by the Australian Bureau of Statistics, the New South Wales unemployment rate for February 2009 was 5.8 per cent, averaging 5.2 per cent over the 2008-09 financial year. These figures are a sobering reminder of the very real consequences of the global financial crisis and its impact on families around New South Wales. In Australia the unemployment rate has increased to 5.2 per cent and in Victoria by 0.8 per cent to 5.6 per cent. Global forces are playing havoc with the Australian economy, and New South Wales is not immune from what is going on nationally and internationally. In the United States, the financial hub of the global marketplace and one of Australia's key trading partners, the full impact of the global financial meltdown on the US economy is staggering. In February 2009 a further 651,000 American jobs were shed, with a total of 4.4 million jobs lost since December 2007. The US unemployment rate rose to 8.1 per cent in February 2009. This is the highest unemployment rate in the United States in 25 years. The speed and severity of the economic deterioration is unprecedented. More jobs have been lost faster than in any period since 1974.

Because the bulk of our economy is services based, we are particularly exposed to the challenging international situation. That is why the New South Wales Government is doing everything in its power to support jobs, maintain business confidence and keep the economy strong. That is why we are spending $56.9 billion on infrastructure over the next four years now and for the future. This infrastructure spending will support 150,000 jobs. It is about creating significant short-term and long-term economic benefits to the New South Wales and Australian economies. This means immediate direct job creation in many sectors during the construction phase and indirect long-term job creation after construction. As well as being an immediate stimulus to the economy, infrastructure investment drives business productivity and competitiveness over the long term. It is the engine of future economic growth.

In short, infrastructure investment generates sustainable and long-term economic growth and long-term job creation. Keeping our economy strong and creating employment is also about keeping our businesses strong. That is why we have put in place policies to support business. We have taken firm action, which is vital in these times. The cuts to payroll tax will save businesses $1.9 billion over the next four years. The New South Wales Government boost to the First Home Owner Grant Scheme and stamp duty exemptions has brought almost $150 million worth of assistance for first home buyers in November and December 2008 alone. That is $150 million in just two months. Yesterday the Australian Bureau of Statistics figures confirmed the continuing strong demand for the New South Wales Government's increased First Home Owner Grant and stamp duty exemptions. In the year to January 2009 finance approvals for first home buyers went up 31.8 per cent in New South Wales. That compares with only a 3.2 per cent rise in Victoria, a 15.8 per cent increase in Queensland, a 13.8 per cent jump in Western Australia, and a 19.7 per cent rise for Australia. The Government will continue to act in whatever way is necessary to stimulate investment and to protect jobs and the New South Wales economy.

Hon. DUNCAN GAY: My question without notice is directed to the Minister for Primary Industries. Is the Minister aware of widespread public concern coming out of meetings that took place this week at Gunnedah, Narrabri and Tamworth to draft terms of reference governing the Liverpool Plains groundwater supply? Will he investigate these concerns, take appropriate action and report back to Parliament on the fairness, balance and appropriateness of the process currently underway?

The Hon. IAN MACDONALD: Before the honourable member jumps up with his barrel voice and makes a big claim about what is going on in that area, he should check his facts with a lot more detail and a lot more acuteness. This week I have met with various groups in relation to that area.

The Hon. Rick Colless: Name the groups.

The Hon. IAN MACDONALD: The silly member over there asks me what I know backwards.

The Hon. Rick Colless: Name the groups.

The Hon. IAN MACDONALD: Mr Tim Duddy and a few others came to my office the other day and we had a very lengthy discussion. I understand that work on the terms of reference and the study itself is well advanced. It will be a study probably well beyond any other water study that has been done in this country. I understand that all stakeholders are prepared to contribute to it and it is progressing very well. There will be a report from the person who is coordinating these efforts—the Hon. Pam Allan—and she will be reporting back to me fairly soon.

The Hon. Melinda Pavey: What!

The Hon. IAN MACDONALD: They don't even know that. The Hon. Pam Allan has been working with the community now for months on this particular issue. I believe the proposed water study will be very extensive and will put to bed many of the fears that the poor old Nationals in that area are trying to whip up. The plain fact of the matter is The Nationals do not know where they are on this issue because the Leader of The Nationals in another place went up there not long ago and he seemed to suggest that mining and agriculture could coexist in this area. That is my fundamental belief.

The Hon. Duncan Gay: Point of order: My point of order is relevance. My question was a discrete question that asked the Minister whether he was aware of the concerns about the process and would he take action on it.

The PRESIDENT: Order! The Minister will continue to be generally relevant.

The Hon. IAN MACDONALD: What I was pointing out for the honourable member opposite was that I met with the community as late as Monday afternoon on this particular issue and that I am aware of their concerns and I have been working on their concerns for months. Why does he think we got to this point in the water study? But what do the Federal Liberals and Nationals do on this issue? When they get legislation on this matter they should read what the local community is saying about them because they dudded them when the amendment got up—they dudded them in the Senate. They have a bit of form on this.

The Leader of the Opposition wants the media to be here to hear this, but all they have just witnessed is a spectacular display of ignorance by him. He set himself up, because I have been working with and meeting the community in relation to its concerns and issues and we will get a water study undertaken with the cooperation of the major stakeholders.

The Hon. Duncan Gay: Will you look at these concerns?

The Hon. IAN MACDONALD: What are you talking about? I think I have made it very clear: I am working with the community about its concerns.

Reverend the Hon. Dr GORDON MOYES: I ask, with some trepidation, the Minister for State Development a question without notice. Can the Minister tell us whether the organisers of the V8 Supercar Race entered into a legal agreement that specified that the race was not to be linked to the Sydney Olympic Park in any advertising or promotional materials, and that it was instead to be identified as "Sydney 400" at Homebush Bay? If they did enter into a legal agreement was it because the organisers were not to benefit from linking their event to the branding of the international Olympic movement? If so, can the Minister explain why the event logo appearing on the organisers' website, advertising and merchandise for sale clearly displays the name Sydney Olympic Park, what will the Government do about this breach of agreement by the race organisers?

The Hon. IAN MACDONALD: Yes, there is an agreement going back many years in terms of the use of the word "Olympic" and its symbols. The agreement will be honoured in this particular case. I have not seen what the member is referring to specifically in terms of the use of the name Sydney Olympic Park, but the race will be known as the Sydney 400, or a variation thereof, and Sydney Olympic Park will not be promoted within its title. However, it is pretty difficult when you talk about this event and endeavour to get people to go to it not to mention the address, which is Sydney Olympic Park.

Reverend the Hon. Dr Gordon Moyes: Homebush Bay.

The Hon. IAN MACDONALD: There is no station that I know of at Homebush Bay. Maybe there should be one, but I do not know of one. It is my understanding that it is Sydney Olympic Park. The Hon. Don Harwin would know that; he is a sportsman of great note. It does not have a station but I am sure the Opposition will promise it with another raging, outlandish, forget-the-economics promise prior to the next election. In answer to the honourable member's question, there is an agreement and the organisers will have to abide by the terminology that is used. We now have an implementation committee in place and it is conducting meetings. It has the Sydney Olympic Park Authority on it, and in due course I believe the committee will make sure that all the agreements in relation to the terminology are enforced.
The Hon. AMANDA FAZIO: My question is directed to the Minister for Health. Can the Minister advise the House of programs the Government has put in place to help children understand the importance of triple-0 and the role of emergency services personnel?

The Hon. JOHN DELLA BOSCA: This morning I had the pleasure of visiting Bubs Childcare Centre in Maroubra with officers of the Ambulance Service of New South Wales, the New South Wales Police Force and New South Wales Fire Brigades to launch a new resource for preschoolers. The Ambulance Service developed the Emergency Helpers program in consultation with the Police Force and the Fire Brigades. It is important that children learn to recognise our emergency service workers and know how to dial triple-0 when it is needed.

The Hon. Melinda Pavey: It is triple-zero.

The Hon. JOHN DELLA BOSCA: The difference between a child knowing how to use triple-zero and not knowing can literally mean the difference between life and death.

The Hon. Melinda Pavey: Exactly. "Triple-zero" is the appropriate thing to say. For old ones like us it is triple-0 but for the young ones it is triple-zero.

The Hon. JOHN DELLA BOSCA: Emergency Helpers—and Melinda Pavey—are helping to teach preschoolers basic skills about when they should call triple-zero and about the role of our front-line emergency service workers. The program teaches children how to identify an emergency service worker. Children need to be able to identify emergency service workers including paramedics, police officers and firefighters as safe people to approach in an emergency. The program also teaches children how to dial 000 in an emergency. Children need to learn the number to dial and ask for the police, fire or ambulance when genuine emergencies arise.

The program also teaches children the importance of learning their home address. Parents are encouraged to practice their home address with their children and have them learn their street and suburb with a handy personal contact card for the children to keep. The program is for children aged two to five years and features a resource book, lesson plans, flash cards and games for preschool teachers to drive home the importance of dialling triple-zero in an emergency. This program has been trialled in 10 preschools across Sydney with overwhelmingly positive feedback from teachers.

All the resources are available on the Web and are free to download. This is a great, simple-to-use program that will save lives, and I encourage anyone with preschool age children to take advantage of this free resource. The Emergency Helpers program can be downloaded free from www.ambulance.nsw.gov.au or the police website at www.police.nsw.gov.au. The New South Wales Government has allocated $340 million for ambulance service in the 2008-09 budget. That is $24.2 million more than last year.

The Ambulance Service of New South Wales is one of the best performing in the country, but the pressures on it and the paramedics are intense. During 2007-08, there were more than one million ambulance responses to emergency and non-emergency incidents. Average daily demand for ambulance services has grown by 11.4 per cent over the past two years. The service responded to a total of 830,000 emergencies in 2007-08, which is an increase of 139 responses per day on 2006-07. The requirement to respond immediately to life-threatening incidents places considerable pressure on ambulance operations. In prioritising triple-0 calls, the New South Wales service is in line with other modern ambulance services in ensuring the best response possible.

The Government has made a significant investment in the ambulance service. That has ensured that response times have remained stable despite increasing demand. That investment includes taking on more clinical ambulance staff, with numbers increasing from 2,220 in 1995 to 3,402 at the end of June 2008. The Ambulance Service of New South Wales continues to implement reforms to ensure minimal negative impact on response times and performance and improvement in services so that we get good value for taxpayers' dollars while at the same time always maintaining high standards of patient care and treatment. [Time expired.]

Ms LEE RHIANNON: I direct my question without notice to the Minister for Health, representing the Premier. Does the Minister agree that the Premier has been caught red-handed in the latest developer donation scandal linked to the Government's Riverstone West growth plan? Has the Premier overtaken former Minister for Planning—

The Hon. Greg Donnelly: Point of order: The standing orders are very clear and the President made a consolidated ruling this morning incorporating past Presidents' commentary on this issue. Standing Order 65 is very clear that questions should contain no argument or inferences. The member has hardly started the question and she is already making inferences and introducing argument. The question is therefore out of order.

Ms LEE RHIANNON: To the point of order: I am concerned about the way the member finished his point of order.

The PRESIDENT: Order! The member will please make her point.

Ms LEE RHIANNON: Thank you, Mr President, for your direction. I was just starting to outline the question, so it is not possible to understand the argument I was putting forward. Surely members should have the right to develop a question. We should also be careful not to abuse taking points of order to gag debate. That is clearly what is happening here.

The PRESIDENT: Order! This is not a debate. Was the member quoting from a document when she was asking her question?

Ms LEE RHIANNON: I was not quoting.

The PRESIDENT: Order! The member's question is out of order.

The Hon. MATTHEW MASON-COX: My question without notice is directed to the Minister for Corrective Services, Minister for Public Sector Reform, and our very Special Minister of State. Prior to today, was the Minister aware that the New South Wales Police Force is planning to axe the jobs of 72 public servants each year for the next three years? Now that he is aware, what action will he take to ensure that police officers are not taken off the streets to perform the roles currently undertaken by these people? Given changing economic conditions and rising unemployment, will he take action to ensure that further police public servants do not lose their jobs to achieve budgetary cuts?

The Hon. Michael Gallacher: He is doing it freestyle!

The Hon. JOHN ROBERTSON: I am, and in doing so I acknowledge that I have a new-found friend on the other side of the Chamber. As a new member of this place, I decided to do some research on my new friend. I discovered that—

The Hon. Matthew Mason-Cox: Point of order: I refer to Standing Order 65. As you would be aware, Mr President, that reply is completely irrelevant to the question put to the Minister. I ask you to draw him back to the purview of the question.

The PRESIDENT: Order! I ask the Minister to bear in mind my earlier ruling. I do not suggest that the Minister intended to make inferences or imputations against another member. I point out, however, that neither questions nor answers to questions should contain such inferences or imputations.

The Hon. JOHN ROBERTSON: I was merely being courteous to the Hon. Matthew Mason-Cox in saying that he is my new-found friend and that I was very interested in his responsibilities. I was in no way casting aspersions on him. However, he seemed very sensitive that I might be intending to say something that he did not like. I will take the question on notice and get back to the member.

The Hon. KAYEE GRIFFIN: I direct my question to the Minister for Police. What action is the Rees Government taking to support the New South Wales Police Force highway patrol unit to reduce the road toll?

The Hon. TONY KELLY: Yesterday I outlined to the House how the Police portfolio is making an important contribution to the massive infrastructure program that the Government is undertaking and which will create more jobs in this State. Today I can highlight how the police—well supported and well funded by the Rees Government—are getting results and saving lives on our roads. There were 395 fatalities on New South Wales roads last year.
The Hon. Michael Gallacher: Imagine what you could do if you fully adopted our policy and had a standalone highway patrol unit.

The Hon. TONY KELLY: I am talking about the lives lost on our roads. It is a shame that the Opposition is not interested in saving lives. Whilst every life lost on our roads is one too many, this was the lowest loss of life since 1944 and the sixth year in row that the New South Wales road toll has reduced. These figures show that we are doing something right and making our roads safer.

Last week I announced a significant enhancement to the New South Wales Police Force highway patrol unit. I again congratulate John Hartley on his appointment as Assistant Commissioner of Police. Assistant Commissioner Hartley has headed the traffic services branch of the New South Wales Police Force for the past five years. He will now have a dedicated and enhanced traffic services command. As it is with all areas of policing, the Government is continuing to boost highway patrol officer numbers. It is also giving them the powers and resources they need to get the job done. Last week the Hon. Michael Gallacher issued another misguided media release.

The Hon. John Robertson: Another one!

The Hon. TONY KELLY: Yes, another one. Apart from welcoming the Government's policy, he claimed that it would delay until 2010 or 2011 the appointment of 50 extra highway patrol officers. He is not only misguided; he is plain wrong. I am advised that two additional officers have already been brought on line in the Tweed area. Over the next two years this Government will deliver an extra 48 highway patrol officers who will go straight into Assistant Commissioner John Hartley's traffic services command. I have it on good authority that the Leader of the Opposition has been deliberately misleading in another part of the media release. He said:

Thanks to the policies of the State Labor Government, it is now easier than ever for Highway Patrol Officers to be diverted from their vital road safety duties.

The Hon. Michael Gallacher: That is exactly right. They are being diverted and you don't know it.

The Hon. TONY KELLY: I acknowledge that interjection. The Leader of the Opposition said:

Highway Patrol Officers now conduct prisoner escorts, wide-load vehicle escorts, and even General Duties.

He is wrong and he knows it. He knows that Deputy Commissioner Dave Owens issued an order in December 2007 to regional commanders stating that highway patrol officers could be taken from working on our roads and highways only in very limited circumstances. John Hartley and the men and women of the highway patrol are pretty good at catching the idiots who wilfully flout our road safety laws both through everyday patrolling and special operations such as Operation Taipan. Since 2007 Operation Taipan has produced more than 1,000 arrests and almost 2,000 charges. I am glad to hear that the Opposition supports my decision on Assistant Commissioner Hartley's appointment to continue the good work.

Reverend the Hon. FRED NILE: I ask the Minister for Health, representing the Premier, a question without notice. What is the Government doing to break the current cycle of sexual violence and abuse of women and children in our society? Will the Government take action to eradicate hardcore pornography from news agencies and petrol stations in order to protect our vulnerable women and children from the sexually volatile? In view of the recent report from the Australian Institute of Criminology on the harmful effects of pornography, which stated, "statistically significant associations are found between pornography and sexual violence, empathy deficits, hostility toward women, hypermasculinity, impersonal sexuality, precocious sexual behaviour, delinquency and anti-social behaviour", what action is the Government taking to educate the community on the dangers of pornography and sexual objectification?

The Hon. JOHN DELLA BOSCA: The member's question deals with issues that are endemic in much of modern life. They are not issues suddenly upon us; they have been with us for a long time. This issue falls largely within the jurisdiction of the Attorney General, but I will discuss the matter with the Premier and advise the member as soon as I have an appropriate answer.

The Hon. CATHERINE CUSACK: My question is directed to the Minister for Corrective Services, Minister for Public Sector Reform, and the very Special Minister of State.
[Interruption]

Yes, he is very special. What is the Minister's policy regarding the location of probation and parole offices? Is he aware that his department recently moved the probation and parole office in Wagga Wagga from the central business district location—

The Hon. Greg Donnelly: Point of order: You provided a very clear explanation to us this morning with reference to rulings of former Presidents. This question is about government policy, and as such it should be ruled out of order.

The Hon. Don Harwin: To the point of order: There is no point of order. The question was not asking for an announcement of policy, it was asking for details of the current approach the Government is taking.

The PRESIDENT: Order! The Government Whip has argued that the question seeks an announcement of government policy. My understanding is that the question, as asked thus far, seeks a statement on existing policy. I am seeking guidance on the matter and I will rule on it before question time concludes. Are there further questions?

The Hon. MICHAEL VEITCH: My question is addressed to the Minister for Energy. Will the Minister update the House on the electricity price rises proposed by the Independent Pricing and Regulatory Tribunal?

The Hon. IAN MACDONALD: Today, the Independent Pricing and Regulatory Tribunal [IPART] released its draft report for 2009-10 of the electricity purchase allowance that is included in regulated electricity prices. In June 2007 the Independent Pricing and Regulatory Tribunal made a determination of retail electricity prices for residential customers and small businesses who have decided not to be supplied under a contract in the competitive market. Under the 2007 determination, standard retailers were able to increase regulated electricity prices each year to account for increases in network charges to fund improvements in network reliability; increase electricity purchase costs; increase retail operating costs; and increase retail margins. The Independent Pricing and Regulatory Tribunal's 2007 determination and inflation will result in a substantial increase in electricity prices.

A typical residential customer of EnergyAustralia or Integral Energy on regulated tariffs could expect to pay around $3.45 more per week for electricity from 1 July 2009. A typical customer of Country Energy could expect to pay $4.10 more per week. This represents an increase of around 21.5 per cent, 18.9 per cent and 18.5 per cent for regulated residential customers of EnergyAustralia, Integral Energy and Country Energy, respectively. The proposed price increases are substantial and have the potential to significantly impact on households, especially low-income households.

There are two main components of retail electricity prices—network charges and retail charges. From 1 July 2009 the Australian Energy Regulator will regulate network charges. In its November 2008 draft decision for the New South Wales distribution businesses, the Australian Energy Regulator [AER] signalled a price increases of 15 per cent to 24 per cent plus inflation on 1 July 2009. These distribution charges, together with the transmission charges—which are increasing by 4 per cent plus inflation—comprise the network charges and contribute around 45 per cent of the end bill paid by customers. The Australian Energy Regulator's final determinations are due to be released in April 2009 and will commence on 1 July 2009. Network prices are passed through directly into retail tariffs. Network charges increases for EnergyAustralia and Integral account for approximately between 50 per cent and 60 per cent of the overall increase. For Country Energy the network price increase accounts for approximately 70 per cent of the overall increase. The retail component is set by the Independent Pricing and Regulatory Tribunal's 2007 retail determination. A customer's total bill is the sum of the network and retail components.

The New South Wales Government today expressed its concern at these proposed energy price increases from the Independent Pricing and Regulatory Tribunal that would see hardworking families faced with significantly higher power bills. The State Government is committed to push to reduce the proposed electricity increases. The Independent Pricing and Regulatory Tribunal and the Australian Energy Regulator have both recommended a price hike, but I stress these recommendations are still in draft form at this stage. I urge the public to make submissions to the Independent Pricing and Regulatory Tribunal and the Australian Energy Regulator on this issue. The global financial crisis is already hitting families hard and this needs to be taken into account. The State Government will try to reduce the impact of the Independent Pricing and Regulatory Tribunal's draft recommendations and I will be sending a team to Melbourne next week to try to ensure the Australian Energy Regulator network charge is reduced and/or staggered over a number of years.

If the Independent Pricing and Regulatory Tribunal's recommendations proceed, the New South Wales Government will be forced to respond with a compensation package. Now is the time to act and I urge people to make submissions to the Independent Pricing and Regulatory Tribunal on the impact these proposed increases will have. The Government is certainly talking to the Independent Pricing and Regulatory Tribunal and the Australian Energy Regulator about these proposed increases. The rationale for the increases is that they are needed so retailers can continue to offer low regulated prices to New South Wales consumers, buy electricity from the national electricity market and not go broke. No-one wants a California-style event in New South Wales. The Independent Pricing and Regulatory Tribunal recommendation includes potential— [Time expired.]

The Hon. MICHAEL VEITCH: I ask a supplementary question. Will the Minister elucidate his answer?

The Hon. IAN MACDONALD: As I was saying, no-one wants a California-style event in New South Wales—rolling blackouts and disruptions for consumers—but we need to find the right balance. The Independent Pricing and Regulatory Tribunal recommendation includes potential increases related to the need to maintain and upgrade. However, the Australian Energy Regulator component is still being determined. I will be sending a team to Melbourne to work with the Australian Energy Regulator on minimizing any price increases or staggering them over several years. The State Government will continue to work for this State's working families to minimise these charges.

The PRESIDENT: Order! Earlier in question time the Government Whip took a point of order about whether a question from the Hon. Catherine Cusack was seeking an announcement of government policy. I am guided by Odgers' Australian Senate Practice on this matter, which states:

In applying the rule that a question shall not ask for a statement of government policy, in most cases the chair leaves it to the minister to say whether a question involves a statement of government policy. However, it has been ruled that it is in order for a question:

to seek an explanation of government policy;

to ask a minister about the effects of a proposal on the minister's portfolio;

to ask about the government's intentions and the reasons for those intentions; and

to seek clarification of a statement made by a minister.

In line with that position, I take the view that the question is in order, and I ask the Hon. Catherine Cusack to ask her question again.

The Hon. CATHERINE CUSACK: My question is directed to Minister for Corrective Services, Minister for Public Sector Reform, and Special Minister of State. What is the Minister's policy regarding the location of probation and parole offices? Is he aware that the department recently moved probation and parole office in Wagga Wagga from the central business district location near the judicial precinct to within 200 metres of a public school and directly opposite a hotel? Is it the department's policy to ignore council requirements to lodge a development application and operate without approval? How much did the relocation cost, given that NSW Police has left a vacant building in the judicial precinct that could have been used by probation and parole officers?

The Hon. JOHN ROBERTSON: I thank the honourable member for her question and her special interest in my areas of responsibility. I was made aware of this matter earlier this week and I have asked the Department of Corrective Services for a full report on the matter.

Mr IAN COHEN: My question is addressed to the Minister for Primary Industries. Given that greenhouse gas emissions from electricity production account for some 48 per cent of State emissions, and that greenhouse gas emissions from the agricultural sector account for some 11 per cent of State emissions, would it not make sense that funding match the emission output issues of both areas? If this is the case, why has the New South Wales Government committed $50 million to clean coal projects in New South Wales yet has only committed $500,000 to the National Centre for Rural Greenhouse Gas Research and closed down the Glen Innes research facility, which has gathered data going back to 1934?

The Hon. IAN MACDONALD: The Government has not closed the Glen Innes facility and, whatever the outcome, those trials will continue. The trials will be kept separate from any decision about whether the facility remains open—if the Government were to make a decision in that regard—so that has no consequence. The Government has committed over $500,000 to the initial set-up of the greenhouse gas centre. However, the member has missed the fact that recently the Government secured significant funding from the Commonwealth for two major studies into greenhouse impacts in agriculture: first, a methane study involving cattle to find ways to reduce methane emissions, which are significant in the agricultural sector; and, second, conducting further studies into fixing carbon emissions through the use of varieties of crops and plants.

The Government has received several million dollars from the Commonwealth under its $46 million program for agriculture to study and research greenhouse gas emissions from agriculture. Further, the honourable member would know that it is not envisaged that the agriculture sector will be included in the emissions trading scheme [ETS] from its initial start-up date next year. At this point the decision as to whether agriculture will be included in the emissions trading scheme will be made in 2013, with possible inclusion by 2015. Bearing that in mind, our major emphasis will be on research and development.

Furthermore, with respect to the greenhouse gas centre at Tamworth and Armidale, the Government is engaged in a number of other relevant projects, including one to examine the use of non-food crops for the production of biodiesel. That important work is underway. We are looking at the potential for woody weeds to be used in the production of various forms of biodiesel. So a lot of research is going on.

The Hon. Duncan Gay: You won't let us do anything to woody weeds.

The Hon. IAN MACDONALD: No, you can; it is permissible under the Native Vegetation Act. I made sure of that, as the Deputy Leader of the Opposition is quite well aware. We are engaged in a significant number of research programs and there will be more as the rollout for research is done. To answer the first part of the question, it would be premature to compare the amount of money in the Clean Coal Fund—which, incidentally, is $100 million not $50 million—with funding available for the embryonic research work, which is continually building. We hope to secure further funds and to put those funds and additional staff into this area, which is a key priority for the Department of Primary Industries.

The Hon. DAVID CLARKE: My question without notice is addressed to the Treasurer. Will the Treasurer confirm that the State Government will achieve every expense saving identified in the mini-budget and that the overall growth in expenses will not exceed 4.9 per cent per annum over the next four years, given rating agency concerns over the Government's ability to achieve this outcome?

The Hon. Catherine Cusack: Just say yes.

The Hon. ERIC ROOZENDAAL: An interjection from the architect of Kariong juvenile centre, who put in a swimming pool but forgot to put in a school. I would sit there quietly, if I were you, Catherine; your record speaks for itself. I have got plenty on you, if you want to hear it. Your long association with various parts of the public service is well known.

The Hon. Duncan Gay: Point of order: Mr President, I draw your attention to the statement you made before question time about vilification by Ministers. I ask you to draw the Minister back to the question and direct him to stop vilifying members on this side of the House.

The PRESIDENT: Order! I ask all members not to respond to interjections. The Minister has the call.

The Hon. ERIC ROOZENDAAL: The Government has had to make some tough decisions in this economic climate. The mini-budget was necessary to align the State's revenues and expenses and mitigate risk going forward. It is necessary to protect our triple-A rating, which is important for maintaining business confidence in New South Wales. The mini-budget reprioritises State capital programs to increase flexibility and lower risks. Expense cuts have largely been executed and I can advise the House that the budget committee of the expenditure review committee of Cabinet are closely monitoring implementation of the policies.

Mini-budget legislation has been put into effect and the announced tax rate changes and levy increases have occurred. I am also advised that industry consultation is currently taking place in relation to change to the model for landholder duty. The change will take effect from 1 July 2009. Advisers have been appointed for the announced asset sales and work has commenced preparing detailed transaction strategies. I am advised that timetables for all of the asset sales are on track.

While the mini-budget involved tough but necessary decisions for the good of the State economy, the Government is committed to supporting jobs in New South Wales and supporting industry through these tough times. That is why we are investing a massive $56 billion over the forward program on infrastructure in this State. The program of works is well underway and is complemented by the Federal Labor Government's Federal stimulus package.

The Hon. HELEN WESTWOOD: My question without notice is addressed to the Minister for Corrective Services. Will the Minister update the House on what action the Government is taking to support victims of violent crime?

The Hon. JOHN ROBERTSON: For victims of violent crime, recovering from the physical and emotional wounds they have suffered can be a long and arduous process. That is why the Government is committed to supporting these men and women. We have a track record in providing financial assistance to a range of victims support organisations. Today I am pleased to announce grants totalling $360,000 to be allocated to 31 separate victims organisations. The grants are being made through the proceeds of the Victims of Violent Crimes Grants Program. These grants are a small part of the Government's much larger commitment of funding to victims organisations, but I am sure the funds will be eagerly received. A funding advisory panel chose the organisations after a rigorous application process was undertaken. These groups do an amazing job in our community, working to help heal the pain and mend the damaged lives of victims of violent crimes. I am pleased to acknowledge the presence of Ms Karen Willis from the New South Wales Rape Crisis Centre who has joined us in the public gallery today.

The centre works to ensure that women who have experienced sexual violence have the right to be treated with dignity, compassion and respect. The centre provides sexual assault victims with access to legal assistance and counselling, and to health and welfare services. I had the privilege of speaking to Ms Willis this morning about the work she does, and I can say that I admire her dedication and that of her fellow staff for the difficult work they do. I was pleased to inform Ms Willis that the New South Wales Rape Crisis Centre will receive $15,000 as part of the grants program. I understand these funds will be used to run workshops for practitioners who will support people who have experienced sexual assault in New South Wales.

I am sure all members of this House will join with me in commending Ms Willis and the New South Wales Rape Crisis Centre for their work in helping those who have experienced sexual violence. As I said previously, grants are today being made to 31 separate organisations. I would like to outline some other examples of how this funding will support victims. Rosie's Place, a community-based sexual assault counselling service for children and young people, will receive $15,000. With this funding the service plans to produce "Navigating the Storm", a resource for young women who have experienced sexual abuse but who unfortunately do not have family support. Funding in the sum of $12,700 is being allocated to Port Stephens Family Support Services to help produce and distribute approximately 500 survival bags, which will contain basic toiletries and information for victims of domestic violence. Lifeline Newcastle and Hunter will receive $15,000 to expand an effective program that provides support, information and referral services to victims of trauma. Lifeline provides these services as part of an early intervention strategy in partnership with local police.

The Victims of Violent Crime Grants Program distributes money generated by Corrective Services Industries, which involves inmates performing work in food, laundry, maintenance and hygiene services. It is a way of supporting the development of offenders through the Work Readiness Program and provides inmate traineeships, which help to rehabilitate offenders and encourage their successful resettlement into the community. Most importantly, the commercial success of Corrective Services Industries has benefits for the wider community. It generates income to help offset part of the cost of the incarceration of inmates. It also contributes to the funding that the Government allocates to organisations like those mentioned today, to fund projects and resources that will benefit victims of violent crime. [Time expired.]

The Hon. HELEN WESTWOOD: I ask a supplementary question. Will the Minister elucidate his answer?

The Hon. JOHN ROBERTSON: This Government is strongly committed to supporting victims of violent crime, and I feel privileged to be able to distribute grants to such worthy causes. I commend the work of these organisations dedicated to victims of violent crime, and I look forward to following the results of their programs.
Ms SYLVIA HALE: I address my question to the Minister for Corrective Services. Have prison officers at Cessnock who applied for a transfer within the Department of Corrective Services because of the impending privatisation of Cessnock Correctional Centre been told they have only two weeks to move to their new posts? If so, why have officers been told to transfer within such a short time frame, given that privatisation of the facility is not supposed to proceed until August? If these officers leave in two weeks time, will this leave Cessnock Correctional Centre understaffed? If so, will officers then be required to work overtime to make up the shortfall?

The Hon. JOHN ROBERTSON: I thank Ms Sylvia Hale for her question. Cessnock Correctional Centre is part of a set of reforms the Government is introducing under the banner of The Way Forward. Those reforms involve a series of changes to workplace practices, and the centralisation of rosters to deal with issues like a budget blow-out in overtime, a responsibility that I and the Government take very seriously when it comes to the operation of our correctional facilities. We have entrenched work practice issues, and The Way Forward seeks to deal with those matters. Cessnock Correctional Centre is part of a proposal under The Way Forward to deal with these and other related matters in this area. The facility is run reasonably efficiently, but as part of these reforms we intend to introduce private sector management in this area.

With regard to the member's question, transfers are an operational issue that is dealt with by the commissioner, Ron Woodham. Transfers occur on a regular basis throughout our correctional system. Whilst I am not aware of the specific details, I can say that on a regular basis prison officers transfer to any one of the 31 government-operated correctional facilities in New South Wales. It is an operational matter. It is quite within the purview of the commissioner to decide where staff are allocated and how they are allocated, provided he meets the obligations placed on him by the award and other industrial arrangements that apply to those prison officers.

The Hon. JOHN AJAKA: My question without notice is directed to the Treasurer. Is he aware that the increase in the parking space levy outlined in the mini-budget will force parking industry operators to make approximately 10 to 15 per cent of their employees redundant? What measures has the Treasurer taken to address the job losses that are expected as a result of the parking space levy increase? What action has the Treasurer taken to exempt from the levy parking bays occupied by emergency vehicles?

The Hon. ERIC ROOZENDAAL: The parking space levy seeks to reduce congestion and promote the use of public transport in business areas well serviced by public transport. Under the Parking Space Levy Act, the funds collected are used for the construction and maintenance of transport infrastructure, which encourages public transport use in the levy areas. The levy applies in the city of Sydney, North Sydney, Milsons Point, and the central business district areas of Bondi Junction, Chatswood, St Leonards and Parramatta.

The revenue is put back into the public transport infrastructure that supports the transport needs of our community. This includes new buses for transport users and commuter car parks in western Sydney, on the Central Coast, and in the Blue Mountains and the Illawarra. Exemptions will continue to apply to the parking spaces of motels, hotels, medical centres, registered clubs, restaurants, and most retail shopping centres.

The Hon. PENNY SHARPE: My question without notice is addressed to the Attorney General. What is the latest information on initiatives to deal with young offenders?

The Hon. JOHN HATZISTERGOS: While young people have an obligation to respect and obey our laws—just like everyone else—juvenile offending can be a very complex issue. That is why the Government has put in place a range of different measures and strategies to deal with it. We have put in place strong penalties for serious crimes, as well as introduced initiatives that, in appropriate circumstances, seek to divert young people away from the criminal justice system—initiatives such as youth conduct orders, youth justice conferencing, and the youth drug and alcohol court. Unlike the Government, the Opposition has for many years taken a simplistic approach to dealing with juvenile offending. We can all recall the Opposition's policy on young offending during the last election campaign. I think the Hon. Catherine Cusack dreamt it up.

The Hon. Catherine Cusack: It was a big policy.

The Hon. JOHN HATZISTERGOS: It was a big policy, and it was dreamed up by the genius of Kariong. Members will remember that that policy was to lower the age of criminal responsibility to 10. The Hon. Catherine Cusack came up with a policy of lowering the age of criminal responsibility to 10! She described it as early intervention. The Daily Telegraph described the policy as "Debnam's Chikarovski moment".

But after years of the Opposition engaging in this sort of one-upmanship, the member for Epping, Mr Greg Smith, called for what the Sydney Morning Herald described as a "truce on hardline sentencing". He went on to say that this was his "Nixon in China" moment. I note that the Hon. David Clarke is listening intently to this answer. Of course, Greg Smith was his protégé. He will recall that Greg Smith said to the Sydney Morning Herald that this was his "Nixon in China" moment. I think this is an authority that we should be listening to. Greg Smith said:

I feel that the hard line that's been taken by both sides is too simplistic … particularly in relation to young offenders and young people.

It was not just members on this side of the House who were surprised by Greg Smith's comments. On 8 January Mr Smith was asked:

I am just curious to know, did you bounce all this of Barry O'Farrell before you went public?

Greg Smith replied:

No, I didn't.

We can only assume that Barry O'Farrell was none too pleased about that. I also think the Hon. Catherine Cusack was not pleased about it, and I am informed that the Hon. David Clarke was not convinced about the policy. A week and a half after his "Nixon in China" interview, Greg Smith had this to say about teenagers who had broken court- imposed curfews:

They are the type of people that need to be locked away.

On 3 February, he told Radio 2GB with respect to a graffiti offence:

We need to practise zero tolerance.

And everyone remembers his comments last week, when an appeal court overturned a sentence of imprisonment in relation to a first offender aged 18 years who had committed a graffiti offence, and I quote:

We need to put fear into people's lives.

The Hon. JOHN DELLA BOSCA: I suggest that if members have further questions, they place them on notice.

The Hon. ERIC ROOZENDAAL: Yesterday in question time Dr John Kaye asked me a question about electricity generation trading rights. I have been provided with the following response:

It is expected the vast majority of the State's 1,700 generation employees will see little change as a result of the trading functions of the power stations being outsourced. This includes employees involved in the operation, maintenance and management of the power stations.

A small number of generation trading staff will be impacted, and the Government is committed to ensuring the fair and equitable treatment of employees and to maximising employment opportunities. A strategy for managing any displaced trading employees is being developed, consistent with this commitment.

It is in the interest of all parties to ensure that power stations are well maintained and continue to operate with their current high levels of reliability.

I am advised the Government's plans to secure future energy supplies in New South Wales will have no impact on the 11,500 workers working in the Country Energy, Integral Energy, EnergyAustralia and TransGrid network businesses.

I also advised most of the State's 1,400 retail employees will continue in their current roles for up to three years under traditional service agreements with the new private owners.

Following this period, retail employees will have the option of staying with the Government-owned network businesses in their current location, or accepting offers that may be made by the new owners.

All retail staff who choose to accept offers with the new private-sector owners will receive a generous transfer payment.

Questions without notice concluded.

[The President left the chair at 1.03 p.m. The House resumed at 2.30 p.m.]

Debate resumed from an earlier hour.

The Hon. KAYEE GRIFFIN [2.30 p.m.]: I support the motion moved by the Hon. Christine Robertson on Aboriginal education programs. I commend the New South Wales Government for its innovation in Aboriginal education programs, which encourage equal access to life chances for students from Aboriginal backgrounds. These education programs increase advantage for Aboriginal students. The Government is committed to providing Aboriginal education programs through the Aboriginal Education and Training Strategy and many other measures. We all know the power of education to transform lives. It is now an imperative to transform the educational outcomes of this generation of Aboriginal children and young people, and those to come.

On the basis of the latest census, 40 per cent of the New South Wales Aboriginal population is under 15 years of age and the Aboriginal population is increasing at a higher rate than the general population. While the general population is getting older, the Aboriginal population is getting younger. This has important implications for schooling. Education is the passport to improved life chances for Aboriginal people, and the growing numbers alone make it essential that we achieve real outcomes. The need to keep Aboriginal students in the education system is highlighted by research undertaken by the Centre for Aboriginal Economic Policy and Research at the Australian National University. This research found that completing years 10 or 11 increases an Aboriginal person's chance of employment by 40 per cent, and completing year 12 increases employment prospects by a further 13 per cent.

One of the most innovative and culturally relevant practices in Aboriginal education programs has been the focus on the recording and revitalisation of Aboriginal languages. This is because helping Aboriginal people to reconnect with their languages has the capacity to make their schooling relevant. We know that the incorporation of Aboriginal language programs helps to keep Aboriginal students at school. Language helps maintain a sense of identity and a sense of community that assists Aboriginal people to tackle the challenges of education. That is why the Government established the New South Wales Aboriginal Language Research and Resource Centre within the Department of Aboriginal Affairs. The department is responding to the urgent need for Aboriginal languages to be revitalised within the Aboriginal community by supporting more Aboriginal language lessons within communities, schools and other educational facilities, as well as encouraging an appreciation of Aboriginal languages by all people in New South Wales.

In 2007-08 the Government's support for community languages included $200,000 in funding for programs aimed at preserving and revitalising New South Wales Aboriginal languages. The types of eligible projects include recording, documenting, teaching and raising awareness of Aboriginal languages throughout New South Wales. In 2007 Department of Education and Training funding to support Aboriginal language programs in schools almost tripled, with nearly $300,000 allocated due to community demand. According to the Department of Education and Training, 50 schools are currently teaching 11 languages. As I mentioned earlier, Aboriginal language education in schools has been a catalyst for increased attendance rates amongst Aboriginal students and has increased students' performance, particularly their levels of literacy.

That these programs encourage equal access to life chances for students from Aboriginal backgrounds has been demonstrated at Chifley College where collaboration with the Dharug Custodian Aboriginal Corporation is revitalising the Dharug language, the Aboriginal language of western Sydney. Chifley College was given a grant of $18,000 by the department in 2007-08 to develop a Dharug Language Centre and continue teaching Dharug to school students. The college's Aboriginal education program, including the Dharug classes, saw a 5 per cent increase in school attendance among Aboriginal students in 1997, and more students are staying on to year 10.

A wide range of programs has been established under the Department of Aboriginal Affairs Two Ways Together plan. Two Ways Together recognises that the improvement of educational outcomes requires a holistic and integrated approach between government agencies, and Aboriginal people and organisations in order to achieve long-term sustainable change. Under Two Ways Together, programs such as Kids Excel, Youth Excel and Scholarships for Aboriginal Students are providing opportunities for students to continue on to further study and/or employment by targeting vocational education and training courses for school students in years 9 and 10, student participation and retention, improvements in literacy and numeracy achievements, completion of schooling, and the provision of employment opportunities for Aboriginal students.

Youth Excel is a secondary school support strategy being implemented across nine targeted high schools where early school disengagement and poor school outcomes are significant issues. Youth Excel assists Aboriginal students aged between 13 and 18 to maintain a connection to learning and to improve their educational outcomes. Further, $4.5 million has been allocated for Youth Excel to provide additional support for high school students, such as Aboriginal-specific homework classes, student mentoring, employment of Aboriginal teachers and programs to link students with employment or further higher education. This program has seen good results, with School Certificate English data indicating that Youth Excel appears to be on track to meet its target of halving the number of Aboriginal students achieving lower-end results and doubling the number of Aboriginal students achieving upper-band School Certificate English results by the end of 2008.

Since 2004-05 the New South Wales Labor Government has provided 488 scholarships of $1,000 each to students in years 9 to 12, which has seen a 100 per cent retention rate of recipients. SistaSpeak is a six-week series of mentor-supported workshops aimed at supporting and inspiring young Aboriginal women in years 6 to 9 to pursue their education, examine their career options and work towards financial independence. The program was piloted in 2005 in Dubbo, where it assisted 22 students from Delroy College. The results of the pilot included an improvement in literacy and numeracy amongst participants. In 2006 the program was run in Lismore and Wellington, and in 2007 workshops were provided in Orange, Nowra, the Hunter, the Central Coast, Dubbo and northern New South Wales.

Another initiative that developed out of the initial review was the establishment of the Schools in Partnership Program, a cross-agency program that encourages schools with a high proportion of Aboriginal students to develop community partnerships with parents and communities. Thirty schools across the State are participating in this program. It is a wonderful example of successful whole-of-government action in education. Evaluation of this program has shown that when the program was first introduced in 2005, 47.4 per cent of Aboriginal students in the 10 Schools in Partnership Program were in the lowest band in the year 3 basic skills test. However, this had fallen to 29 per cent in 2006. Overall evaluation across other grades showed similar improvements and concluded that the gap between Aboriginal and non-Aboriginal students would be overcome within a decade as a result of the Schools in Partnership Program.

Another major element that arose out of this strategy is the Targeted Aboriginal Students Strategy, which involves the development of personalised learning plans for 15,600 Aboriginal school students, developed in partnership with teachers, parents, caregivers and students. The plans are to be rolled out to every Aboriginal student across the State over the next few years. We can expect to see further improvements in education as a result of these plans because teachers will gain a better understanding of their students' individual needs and aspirations. Also, $7 million was provided under the Two Ways Together package for the Kids Excel program, which provides extra support to children up to 12 years old through practical activities, such as breakfast programs, health services and behaviour management programs.

The Two Ways Together program has seen partnerships being developed between teachers, parents, children and communities, and successful cooperation between schools, government agencies and community groups. All indicators point towards Kids Excel reducing the proportion of Aboriginal students obtaining the lowest skill band outcomes in years 3 and 5 literacy and numeracy. The program also appears to be on track to meet its target of the number of students achieving lower band results being halved by the end of 2008. The Aboriginal education review also revealed that many people perceived that more vocationally directed subjects in schools are the answer to increasing the engagement of Aboriginal students. The Department of Education and Training school-based traineeships are based on strengthening workplace participation, thus ensuring economic success.

The Aboriginal Employment Strategy school-based traineeships, which provide year 11 and 12 students with work for one day a week in an organisation and require them to stay at school, are certainly bearing fruit in employment and educational outcomes for students. Such initiatives are especially important given that the Premier recently announced that the school-leaving age is to be increased to 17 years of age, which means that it is likely that many more students will stay in the school system and will be looking at options for employment or vocationally directed learning while they are still undertaking their education.

Access to good-quality early childhood education programs can have a significant impact on later learning outcomes. How can we possibly underestimate the importance of early childhood education and childcare when we talk about making a long-term and sustained change for the better? All the evidence certainly points towards the substantial benefits that accrue from investments made in the first few years of life. What we also know is that if the opportunity to provide this crucial early childhood learning is offered to Aboriginal parents they jump at the opportunity to ensure that their children have the best start in life.

The New South Wales Government is responding to this demand, which is why 11 of the 100 preschools run by the New South Wales Government are designated to specifically cater for Aboriginal children and 13 of them are located in areas that service Aboriginal communities. The results are speaking for themselves already. In 2005 a higher percentage of Aboriginal children aged three and four were enrolled in preschool than non-Aboriginal children of the same age. Almost half of the Aboriginal children who attended New South Wales Government-run preschools were enrolled in new preschools opened in that year, which certainly points to the advantage of opening new centres in areas where Aboriginal children can access them. This is certainly something that not only the State Government but all governments are looking at through the Council of Australian Governments process, and they have agreed, in principle, to joint funding of around $547.2 million over six years to address the needs of Aboriginal children in their early years.

This agreement represents the first stage of a reform program focusing on Aboriginal children aged up to three years, as we know that so many families miss out on early childhood services even though they stand to benefit most. The New South Wales State Plan Priority F1—improving the health, education and social outcomes of Aboriginal people—specifically, increasing the readiness to learn of Aboriginal children prior to school entry will further increase the participation of Aboriginal children attending preschools across New South Wales by providing transport to help children attend those preschools. This approach is being introduced into five communities, helping a further 90 children attend preschool.

Education remains a key component of the State Plan, which contains goals and targets specifically aimed at addressing the education outcomes gap for all children and young people. These include Priority S4, increasing levels of attainment for all students; Priority S5, more students complete year 12 or recognised vocational training; and Priority F6, increased proportion of children learning with skills for life and learning at school entry. All this work is indeed achieving results.

We now find that while the proportion of all students attaining a year 12 certificate has remained steady, the percentage of Aboriginal students achieving a year 12 certificate in New South Wales is increasing. Part of the New South Wales Government's success is its ability to work with and assist Aboriginal people working at the grassroots level to find solutions to problems. Recognising that Aboriginal communities' strength and commitment is key to closing the gap on Aboriginal disadvantage, last year during the National Aboriginal and Torres Strait Islands Day of Observance Committee week the Minister for Aboriginal Affairs, the Hon. Paul Lynch, MP, launched the inaugural Premier's Excellence Awards Recognising Leadership in Aboriginal Communities. The winners were announced at a special ceremony on 17 November 2008, with categories fitting New South Wales State Plan Priorities.

Two people received the award in the category Education—Learning and Knowledge, recognising the diversity of programs providing innovative approaches in education. Peter Cooley's Racing to the Top program, a two-stroke engine program, was co-winner in the education category. Schools aim the Racing to the Top program at Aboriginal students in years 9 and 10, which is when they are at significant risk of disengaging from the school system. This program is achieving an 85 per cent retention rate and has had a positive flow-on effect to the overall participation rates of school students. The program also deals with low literacy ad numeracy rates by getting students to build their cars by reading diagrams, and by using practical examples relevant to cars. The program involves building a remote-control race car, which students get to keep if they remain in the school system.

Owen Craigie, who set up the Drive About Don't Walk About Program, was the other winner of the Premier's award in the education category. Owen, recognising that for many Aboriginal people the lack of a driver's licence was a major impediment to both employment and social inclusions, set up a driving program. The program has been a success in the Hunter-Newcastle region and will be rolled out in some schools this year. It is pleasing that the New South Wales Government recognises innovative programs that address the problem of keeping students engaged and finding innovative ways to make their studies both practical and enjoyable. These innovative programs also involve Aboriginal people and communities developing initiatives, and setting targets at a State, regional and local level.

I conclude by saying that the New South Wales Government should be proud of its efforts in the area of education: the statistics speak for themselves. It is the Government's recognition of the importance of building on culture, of supporting the New South Wales Aboriginal Education and Training Strategy and the innovative programs that make me sure that the Government's goal—Aboriginal student outcomes will match or better outcomes of the broader student population by 2012—will be achieved.

Reverend the Hon. FRED NILE [2.45 p.m.]: On behalf of the Christian Democratic Party I am pleased to support the motion on Aboriginal education programs. The motion specifically relates to the Aboriginal education programs that encourage equal access to life chances for students from indigenous backgrounds. The motion also notes that education programs increase the advantage for Aboriginal students and notes the commitment of the Government to provide Aboriginal education programs for the Aboriginal Education and Training Strategy, and many other measures. It will be obvious to all members that the most urgent need for Aboriginal young people is education and improved quality of education, which will automatically provide better opportunities for employment as well as increase their quality of life. Education is vital.

It is challenging for Aboriginal parents to encourage their children to value education, and to attend and remain at school, whether at primary school or high school. We know that, sadly, a number of Aboriginal students who have ability drop out of school after primary school and do not complete the Higher School Certificate. Every effort must be made to ensure that Aboriginal children continue at school and get the highest qualifications they can when they graduate. This will result in better job opportunities and more Aboriginal young people going to university, increasing their knowledge and taking up careers in various professions. I commend the Department of Education and Training for its focus on improving the whole area of Aboriginal education as well as improving the knowledge of non-Aboriginal people about the Aboriginal culture and history. The Aboriginal Education and Training policy of the State Government states:

The Department is committed to increasing knowledge and understanding of the history, cultures and experiences of Aboriginal and/or Torres Strait Islander people as the First Peoples of Australia.

The policy further states:

These commitments affirm the inherent right of Aboriginal students to fair, equitable, culturally inclusive and significant educational opportunities so that all students obtain a high quality education as a platform for enriching their life chances and achieving their full potential.

Where possible Aboriginal teachers or assistant teachers should transmit knowledge of Aboriginal culture—I know this occurs in some of the schools. I believe it is better for Aboriginal teachers to convey that information. Non-indigenous teachers trying to put themselves into the shoes of the Aboriginal people sometimes creates problems when Aboriginal children are in the class. Over the years I have had complaints from Aboriginal parents who are very unhappy with the attempts of non-indigenous teachers who try to teach Aboriginal culture when Aboriginal children in the classroom may know more about it than their teachers.

It is very important to foster partnerships and sensitivity when dealing with Aboriginal students and conveying Aboriginal culture. Aboriginal children face two serious handicaps or obstacles when we seek to improve their educational opportunities. One is the poverty within Aboriginal communities and Aboriginal families. It has been estimated that 72 per cent of Australia's Aborigines live in poverty. If an Aboriginal family is living in poverty it is very difficult for its members to be as highly motivated as those in non-Aboriginal families, who generally encourage their children to seek higher education and support them in doing that. An Aboriginal family living in poverty lives in an atmosphere that is not as conducive to pursuing education as the atmosphere in non-indigenous families. We must recognise that difficulty.

The Australian Bureau of Statistics reports that as at July 2006 average weekly income in Australia was $585, but the average for Aboriginal people was only $364, which is almost half. The average weekly income of Aborigines working in cities is $435 and in remote communities it is $267. Most frightening is that many Aborigines living in remote communities must pay much more than their city counterparts for food. In some remote communities food is four times dearer than it is in the city. City people can go to Coles or Woolworths to buy their weekly groceries, but those living in remote communities are restricted in their choice and must often pay four times as much while receiving only half the income. The difference in weekly incomes jeopardises the quality of education available to Aboriginal students. It is almost impossible to sustain adequate nutrition and a healthy lifestyle in that situation, and that leads to despair and, of course, the addictions that accompany despair. We know that despair can lead to alcohol and drug abuse, which are much more difficult to deal with in that environment. A July 2006 State Government fact sheet, referring particularly to Aboriginal communities, states:

Heaviest drinking occurs amongst Aboriginal and Torres Strait Islander people aged 25-34 years, while hazardous drinking in the general population is most common among people aged 14-24 years...

That is the age group we are seeking to encourage to complete their Higher School Certificate and move on to higher education. The fact sheet also states:

19.6% of Aboriginal and Torres Strait Islanders consume alcohol at high risk of long-term alcohol-related harm, compared to 9.7% of non-Indigenous Australians...

The handicap of alcohol and drug abuse is twice as serious in Aboriginal communities as it is in non-indigenous communities. We must do all we can to support Aboriginal people and their leaders in dealing with this problem. Aboriginal leaders know it is a serious problem and they have tried many different programs to address it over the years. They must first deal with the handicaps of poverty on the one hand and then the harm that results from alcohol and drug abuse on the other. Of course, some children indulge in petrol sniffing, which we know seriously damages the brain. That obviously makes it almost impossible for them to succeed in the education system. I commend Aboriginal leaders for seeking to control the supply of alcohol in their communities.

The introduction of dry areas—that is, areas where alcohol is prohibited—has been associated with decreases in some indicators of alcohol-related harm such as interpersonal and property violence. Restrictions on liquor sales have shown modest but definite reductions in alcohol consumption and indicators of alcohol-related harm. I urge the Government to do all it can to support Aboriginal leadership. Women in Aboriginal communities often provide that leadership because they are sometimes more concerned than men about this issue. We should support them in doing everything they can to build strong communities where children can attend school, complete the Higher School Certificate and pursue a professional career or undertake training in a trade. I am pleased to support this motion. I urge the Government to do all it can to support Aboriginal people in their endeavours.

Dr JOHN KAYE [2.55 p.m.]: I thank Ms Christine Robertson for moving this motion. This is a very important issue and one I had the privilege of learning a lot more about as a member of the Standing Committee on Social Issues. The committee had the honour of hearing evidence from a number of people in Aboriginal communities around New South Wales who have worked very hard to achieve spectacular outcomes in Aboriginal education. I also pay tribute to teachers in the public education system who do a great deal of the heavy lifting in Aboriginal education in this State. The commitment and determination of public sector teachers to removing the disadvantage that attracts the social conditions of many Aboriginal people in New South Wales is extraordinary.

It is humbling to see how public sector teachers put themselves—body and soul, mind and heart—into the task of educating and giving young Aboriginal people the best possible start in life. I also pay tribute to the New South Wales Teachers Federation, which has been deeply concerned about the outcomes for Aboriginal children and has been a strong voice for Aboriginal education in this State for many years. Its members have shown enormous flexibility in the way they have approached the problem, including being prepared to implement a diverse range of classroom practices and welcoming educationalists who do not have traditional teaching qualifications. The federation has approached that journey with an open mind and a great sense of commitment. Education, health, housing and economic development are the key services that determine life expectancy, quality of life, employment possibilities, material wellbeing and the capacity to participate in the cultural, social and economic life of this society.

Providing high-quality educational outcomes for Aborigines is only part of our obligation as non-Aboriginal Australians under the national reconciliation program. It is also a key component of our commitment to having a fair and just society. It is intolerable to continue with a situation in which a group of people are performing at a lower level than the rest of the community because of circumstances of their birth and ethnicity. We have no choice but to address those problems, and that is precisely what is happening across the State. There are some spectacular examples of success. I have had some involvement with Alexandria Park Community School, which is often criticised because some of its indicators do not look great. However, when one considers the community it serves and the diversity of population it educates, there is no question that it is an outstanding public school delivering outstanding results. Chifley College has already been mentioned. I could spend the rest of my speaking time today listing public schools around New South Wales that have taken innovative, heartfelt steps towards improving Aboriginal educational outcomes.

The New South Wales Government introduced the Two Ways Together Program. It was an important recognition of the special place of Aboriginal people in New South Wales society, demonstrating not only the obligation of the rest of society to Aboriginal people but also how the quality of our lives can be added to by fully developing the potential of Aboriginal people. The key outcome of the Two Ways Together project is the reporting, as Ms Christine Robertson said. Reports on the key indicators in and of themselves are an important step towards national reconciliation, because written in hard, cold, black-and-white text is the reality of the situation of Aboriginal people in New South Wales. The 2007 indicators report concluded that there has been:

no significant improvement in the proportion of Aboriginal students reaching the literacy and numeracy national benchmarks between 2001 and 2005

It went on to say:

There remains a considerable gap in the achievement of Aboriginal students and all students.

The Two Ways Together report on indicators makes it clear that we have a long way to go. It also makes it clear that we have to question whether we are pointing in the right direction. It is true that there is a commitment across this Chamber, across politics in New South Wales and, I believe, across New South Wales society to do things in a way that engages the Aboriginal community in determining its own outcome. The days of neglect and paternalism, hopefully, are over. The days when proscriptions are dictated from this Chamber or from a bureaucratic office in Sydney ought to, and probably have, come to an end. However, we are just taking our first infant steps along the Two Ways Together path. It will be a long journey and a journey from which all of us will learn a lot.

One outcome of the reporting from the 2007 indicators was the shocking figures on the gap between the achievement of national benchmarks for Aboriginal and non-Aboriginal students. When a student is in year 3, the gap in numeracy is only 8 per cent, but by the time they reach year 7, just four years later, the gap has increased to 31 per cent. Something is going badly wrong between years 3 and 7. Likewise with writing, the gap increases from 13 per cent to 17 per cent. In reading it increases from 12 per cent to 19 per cent. Those are unacceptable figures, and closing that gap is an important commitment that we all share.

Similar problems were exposed by the data on school retention and achievement, particularly retention between preschool and school and between primary school and secondary school. They are difficult transitions for all students but the statistics show that they are particularly difficult transitions for students of Aboriginal background. It is extremely important that we put in the effort to ease those transitions and make them as seamless as possible. Therein lies one of the successes of the Alexandria Park Community School model; those transitions are seamless within that institution.

One bright outcome emerges from the 2007 indicators: the increase in preschool participation amongst Aboriginal students. That is a credit to all agencies that have put the effort in to ensure that preschools are available for Aboriginal communities. Despite what some conservative commentators in the United States are trying to say, there is no question that preschool education is a huge benefit to future years of education and to outcomes post-school. There is no question that the increased participation of Aboriginal students in preschools will start to address, to some measure, those gaps in reading, writing and numeracy, and the ability to maintain and retain Aboriginal students in schools.

The second major component of the New South Wales Government's approach to Aboriginal education is the Aboriginal education review and, coming from that, the Aboriginal education strategy. The Department of Education and Training and the Aboriginal Education Consultative Group collaboratively developed the review and the development of strategy. The review made it very clear there was a need to improve literacy and numeracy, retention and completion and also to address the disastrously high levels of absenteeism and suspension. The strategy that emerged from the review is being implemented, and it is being implemented in a way that looks forward to there being results from it. We look forward to the 2009 strategy being released sometime soon and to its being implemented. It is true that whenever a strategy is developed there are never enough resources for it to be fully implemented. It is certainly true in the case of the Aboriginal education strategy.

I want to briefly speak about the Schools in Partnership Program, which provides funding to schools with high concentrations of Aboriginal students and enables schools to perform better linkages with the Aboriginal community and with institutions within its local Aboriginal community. For example, the Alexandria Park Community School employs two community liaison officers. It has created a newsletter to inform its local community of the goings-on in the school, and it has formed links with Koori radio, all as a direct result of this additional funding. The principal of that school, Ms Vine, reported to the inquiry into overcoming Aboriginal disadvantage conducted by the Standing Committee on Social Issues Committee that:

[These initiatives] would not have been possible without the additional funding … It is just that we have been given that little extra to help support some of the many extra programs.

That means that those strong links enable a better structure between the community and the school, and this has rock-on effects, particularly for retention and absenteeism. They are important outcomes for Aboriginal people. The problem with the Schools in Partnership Program is that only 30 schools in New South Wales currently get what is termed SIP funding. That means that only one in 10 of the 38,000 Aboriginal students at schools in New South Wales currently have access to SIP funding. That is not good enough. That leaves the vast majority—90 per cent—of Aboriginal students without funding that specifically focuses on that link between the community and the school.

Other people will argue that I am ignoring the Priority Action Schools Program, the Priority Schools Funding Program and the Country Areas Program, all of which also provide funding to schools with Aboriginal students. But those funds all address specific issues. The Priority Action Schools Program addresses schools that are struggling to deal with communities that have high levels of socio-economic disadvantage. The Priority Schools Funding Program addresses schools where there are concentrations of disadvantage. The Country Areas Program addresses issues related to schools that are struggling with remoteness. They are all important issues and they are issues that affect a large proportion of Aboriginal people, but they are not issues specific to the Aboriginal community. Where schools do not have SIP funding, no funding is available targeted at forming links between the community and the school. We hope that the next budget cycle will see an increase in funding for the Schools in Partnership Program.

Another example of funding not stretching far enough is unfolding at the New England Institute of Further and Technical Education, where the Aboriginal education and training unit, as a result of a massive restructure, is about to lose a number of positions. The Aboriginal education and training unit at the University of New England has been serving the community for some time and has bridged the gap in educational outcome between indigenous and non-indigenous students. There is evidence it has done this extremely successfully, including winning the State award for its involvement in providing vocational education and training in schools and industry. It has been heavily involved in partnership programs with both government and non-government organisations. It has been supporting parenting initiatives for men and women and projects related to Aboriginal language and Aboriginal elders, and it has run a highly successful and acclaimed arts program.

As a result, a large number of Aboriginal students in the New England area have been able to go on to further study, have found jobs and have received the benefits of technical and further education. The program has actually ticked all the boxes. It has formed partnerships and had measurable success in bridging the educational outcomes gap. However, in a ham-fisted restructuring that has resulted in an additional $30 million going to the equine and livestock centre, money is being taken away from the Institute of Aboriginal and Education and Training Unit. We have no problem with money going to the equine and livestock centre as that is an important outcome, but when that is won at the expense of the Aboriginal Education and Training Unit—

The Hon. Trevor Khan: You are drawing a long bow saying that.

Dr JOHN KAYE: The member says that is a long bow—

The Hon. Trevor Khan: It is nonsense actually.

Dr JOHN KAYE: The member says it is a long bow and it is nonsense, but that is exactly what the acting director of the institute has been implying in her statements to the media.

The Hon. Rick Colless: Implying, so it is not fact.

Dr JOHN KAYE: If the member wants to dispute what is being said, that is fine. The point is that the priorities of the institution should focus on the Aboriginal Education and Training Unit. The unit should not have been restructured, which has resulted in massive job losses. The loss of jobs from such a unit is typical of what happens with regard to the provision of services to the Aboriginal community, in relation to which there are far too many pilot programs.

The Hon. Catherine Cusack: Just tack gently away from the allegation.

Dr JOHN KAYE: I am not stepping away from the allegation at all. In no way do I resile from that allegation. I acknowledge that I have three minutes and fifty-four seconds left to complete my contribution. I will revisit this matter again. If you harass me, I will make another speech at another time on this subject. I stand by what I said. Members will agree that when pilot programs are completed that demonstrate some success but which do not translate into ongoing funding, a large range of problems are created. Where funding is made available after a series of pilot programs, the agencies that receive that funding pay a high price for applying; a vacuum is left when the program funding comes to an end. There is a sense of disappointment and disaffection in the community when the benefits of those pilot programs cease. An ongoing series of pilot programs create a sense of transience. The Standing Committee on Social Issues has recommended that it is important to provide ongoing funding to successful programs. Once a program has proved itself a success, it should not be the victim of funding cuts in order that another possibly equally worthwhile, but underfunded, program is given adequate funding.

It is of concern also that some targets for Aboriginal educational outcomes may be a little too ambitious. Every student deserves the very best, but we must reach a balance so that the bar is not raised too high and that we avoid the problem of setting up communities to fail. The suggested outcome of the Aboriginal education and training strategy is that by 2012 the statistics for Aboriginal students will be equal to or better those for the rest of the population. It is now 2009 and there is still a massive gap so we are unlikely to achieve that outcome, and if it is not achieved a sense of failure will be created. I hope I am wrong; I hope we do reach equality in educational outcomes by 2012. However, it is important to remain realistic about the long road ahead. The Greens have every confidence that this road will result in equality of outcome in the long run but not without significant ongoing struggle and not without a commitment at all levels of government to maintain the effort, including maintaining funding for important institutions like the New England Institute of Aboriginal Education and Training Unit.

The Hon. LYNDA VOLTZ [3.14 p.m.]: The New South Wales Labor Government is committed to ensuring that Aboriginal Australians have the same opportunities in life that are afforded to all Australians. New South Wales is home to more Aboriginal Australians than any other State and as such the New South Wales Government is committed to ensuring that Aboriginal children are afforded the same opportunities throughout their entire schooling as those that are available to other child in this State. The evidence showing the importance of education to improving Aboriginal living standards is without question.

Research undertaken by the Centre for Aboriginal Economic Policy and Research at the Australian National University found that by completing years 10 and 11 an individual's chances of finding employment is increased by nearly 40 per cent. To ensure long-lasting and sustained progress in tackling indigenous disadvantage, we must promote and implement educational programs in traditional institutions such as primary schools and high schools and also through early intervention programs conducted at preschools, both community-based and government run.

Early intervention programs allow for the best chance at equality of education and opportunities in life. All the evidence shows that children who attend preschool for as little as one or two days per week from nought to five years of age are far more likely to succeed in their schooling and go on to complete year 12. The New South Wales Government has responded to this need by ensuring that 11 preschools in the State are designed specifically to cater to Aboriginal children. Further, the State Government, in conjunction with its Federal, State and Territory counterparts, has agreed in principle to provide almost $550 million over six years to address early childhood education for Aboriginal children. This agreement is the first step in acknowledging that while Aboriginal families stand to benefit most from such programs, they all too often miss out on them.

Priority F1 of the New South Wales State Plan deals specifically with the need for Aboriginal children to have an increased capacity to learn prior to school entry and the financial commitment across the nation will go some way to addressing this need. However, providing opportunities to learn must be complemented by schemes that alleviate external barriers to attendance at school. With many children simply not attending because of a lack of adequate transport, the New South Wales Government has introduced a program in five communities that provides transport for disadvantaged children. This program alone has allowed over 90 children to continue attending preschool and is evidence of the New South Wales Government's commitment to closing the gap between education standards of indigenous and non-indigenous Australians.

Along with ensuring that early childhood education is available in indigenous communities, another strategy employed by the New South Wales Government has been that of incorporating the study of traditional languages into the school curriculum. By doing so, Aboriginal children are able to reconnect with their traditional languages, and that helps not only with maintaining their sense of identity but also with making schooling more relevant. The Government has set up the Aboriginal Language Research and Resource Centre within the Department of Aboriginal Affairs to respond to the urgent need in the Aboriginal community for programs aimed at preserving and revitalising New South Wales Aboriginal languages.

I conclude by congratulating the New South Wales Government on its initiative to improve educational opportunities of indigenous Australians and reminding everyone that there is much work still to be done. The Government has committed substantial resources to improving the education received by Aboriginal Australians. It is through these targeted measures, coupled with programs run by all Australian governments, that we will make serious inroads into closing the gap between indigenous and non-indigenous Australians and the education that they receive.

The Hon. MARIE FICARRA [3.18 p.m.]: It is acknowledged that there is healthy bipartisan support for such an important issue as Aboriginal education and training. The Coalition understands that the New South Wales Department of Education and Training, including New South Wales TAFE, is committed to improving educational outcomes for Aboriginal students so that equality for the broader student population is both achieved and maintained. According to the Aboriginal education and training strategy, the aim is to achieve this within a four-year time frame. It is important to have teaching methods and standards that inspire students to succeed and to foster high expectations, and to prepare students for participation in our democratic and sustainable society.

It should be stressed that the Coalition believes it is the basic right of all Aboriginal students to have access to fair and equitable, culturally appropriate, high-quality educational opportunities that give them a fair go in gaining employment, achieving satisfaction in their lives, and reaching their potential. Quality teaching that engages Aboriginal students will make the biggest difference to their opportunities and the prosperity of their families and communities into the future.

The impact of poor education on life expectancy is great. Low literacy and numeracy skills result in fewer opportunities in life—we all know that. They also increase risk factors such as poor health and wellbeing, low employment, inadequate housing, and high rates of incarceration. Indeed, education is the one solid key to turning things around for our indigenous communities in the future. We should spare no expense in applying useful resources and engaging in proper and sensitive cultural consultation with indigenous communities to ensure we achieve as much as we can with regard to education.

As a member of the Standing Committee on Social Issues, which for the past 18 months has examined the ongoing problem of indigenous disadvantage, it is of concern to me that the New South Wales State Plan results summary for 2007 states that there is "currently no data available to track all students' educational outcomes". This target is usually measured by the proportion of 20- to 24-year-olds who have completed year 12 or an Australian Qualification Framework Certificate II through TAFE or other training provider. Unfortunately the New South Wales State Plan shows no breakdown of statistics to indicate the progress of indigenous students within our educational system. This needs to be addressed.

[Interruption]
We are trying to make this as bipartisan as possible and we want positive, proactive suggestions. Looking to the future, the strength, diversity and richness of indigenous cultures and the custodianship of country are to be respected, valued and promoted. Collaborative partnerships are required with Aboriginal communities in order to achieve this effectively. It is recognised that the New South Wales Aboriginal Education Consultative Group is the peak advisory body to the Department of Education and Training regarding decision making, planning and implementation. Other relevant bodies associated with the development of the strategy—and they are to be congratulated on their participation—were the New South Wales Teachers Federation, the New South Wales Primary Principals Association, the New South Wales Secondary Principals Council, the Federation of Parents and Citizens Associations of New South Wales, the Murdi Paaki Regional Assembly, the New South Wales Office of the Board of Studies, the New South Wales Indigenous Higher Education Advisory Council and the New South Wales Department of Aboriginal Affairs.

The Aboriginal education review, which has been underway for some time, consisted of consultation with Aboriginal communities, leaders and many relevant parties regarding the changes needed for Aboriginal students to benefit equitably from New South Wales's educational and training systems. It involved a working partnership between the Department of Education and Training and the New South Wales Aboriginal Education Consultative Group, the umbrella body. Meetings were held at more than 400 locations across the State, including many meetings organised by the local Aboriginal education consultative groups. More than 4,000 students, parents and teachers were interviewed, many of them indigenous. More than 200 submissions were received.

On behalf of the Coalition I want to thank all the participants, most of whom were not reimbursed for their efforts. The Standing Committee on Social Issues, on which some members of this House serve, recently tabled its report on indigenous disadvantage. During the visits and committee hearings many committee members observed that elders and strong community-minded indigenous persons participating in the many government initiatives and consultative processes are not reimbursed. Yet, they front up and participate, and they do so time and again. Even though it involves yet another report, another forest of trees being cut down, and more and more discussions, they are still extremely positive about their involvement and do not seek to be reimbursed for their expenses. We should look at that aspect, because we continually ask elders and indigenous community leaders to participate in these processes. Indeed, a lot of good comes from them, so they are to be congratulated and supported.

Elders and indigenous community leaders also participate in processes such as circle sentencing. The committee heard much about the positive contributions of indigenous elders and the very good things that are happening within their local communities in crime prevention from a very early stage. The Coalition expresses its gratitude to all indigenous and non-indigenous individuals who have participated in the processes the Government is undertaking to address indigenous disadvantage and to move the issue forward.

The Government has committed $65 million to the program to be spent over four years, and we look forward to reading progress reports with measured outcomes along the way. I believe the goal of closing the gap between Aboriginal and non-Aboriginal student performance by 2012 is a difficult one to achieve. Although we applaud such enthusiasm and determination, a four-year period will be a good time frame in which to measure whether we are heading in the right direction. One hopes we can close the gap; however, it seems like a long way to go. Again, if we are positive about it and we record those outcomes and monitor funding and resources to enable us to reach a positive target, that is the best we can do. It will require much community involvement, good governance, ample service delivery, accountability, shared responsibilities, leadership, capacity building and, as stated by Andrew Cappie-Wood, the former Director General of Education and Training, "giving a strong focus on support to Aboriginal staff".

Indigenous staff members can have a tremendous impact on their students. Opportunities for training and employing more Aboriginal teachers and support staff across the education sector need further attention by the Department of Education and Training. Forty per cent of New South Wales indigenous people are less than 15 years of age. That is why well-planned, resourced and delivered educational initiatives that have been through a genuine process of indigenous community consultation are so vital to improved generational outcomes for Aboriginal children and young persons. This investment will reap abundant rewards in an entire generation. Cultures, languages, history, and the acknowledgement and sharing of experiences means so much to indigenous communities. It is part of what many refer to as cultural resilience. We should do all we can to encourage that. It is to be treasured and enhanced, and understood and respected by the rest of our communities. Language programs give indigenous students their identity, sense of place, and engagement with their families, elders and their communities.

Involving Aboriginal people as leaders, teachers, parents, administrators and students will be vital in the cultural and educational transformation process planned in the strategic document. In terms of priority areas for any government, improving the outcomes for indigenous communities and closing the gap regarding mortality statistics has to be right up there as everybody's core business across all government departments. This work is so significant that every public servant will need to understand his or her obligations, and will need to contribute and be accountable. They will be responsible for developing and implementing relevant actions from the strategy. Each senior manager, including principals, regional directors, TAFE directors and State office directors, will have the achievement of these actions or targets as part of their performance management processes, and they will be required to report annually against them.

In order to meet these targets it will be necessary to show an increase in the percentage of Aboriginal year 3 students achieving band 2 or higher in the basic skills test [BST] for literacy, reading and language, and achieving band 2 or higher in the basic skills test for numeracy. This targeted evaluation of Aboriginal students will continue in year 5, year 7 and years 10 to 12, culminating in the percentage of all Aboriginal students completing year 12. In looking at the key targets, set as part of the strategy, it is encouraging to see that various educational time lines are measured. For instance, prior to school, early, middle, later and 19-plus years, community capacity building, staff capacity building and formal partnerships, are all to be measured, evaluated and reported on.

It has been recognised by the interim report of the Standing Committee on Social Issues, published in June last year, that early school engagement for all children, especially indigenous children, is vital. The lack of transport was evident throughout the inquiry process, with Aboriginal people unable to access services, especially preschools, and this must be addressed. It was also acknowledged that inadequate and overcrowded housing impacts greatly on educational outcomes for indigenous people. Students without space, books, equipment, lighting and a peaceful environment in which to study will continue to suffer severe disadvantage in education.

We need to do more with respect to working with Aboriginal communities in our schools. One of the best ways for students to learn about indigenous history and culture is to listen to the experience of Aboriginal people, especially elders. By inviting them, and making them feel welcomed and respected, many are willing to talk about their lives, themselves, their communities and their family. Effective engagement with families and communities will support students and improve levels of attainment and retention. The impact of Aboriginal students staying at school, and increasing their education levels, holds the key to the future for Aboriginal people overcoming their current unacceptable level of disadvantage.

The Coalition is aware that many successful initiatives have been undertaken by governments in the past to improve educational outcomes for indigenous students. For indigenous disadvantage to be overcome, the scale of educational strategies needs to be substantial so that a critical mass of students can change the future for the next generation. We will all work together to achieve this shared bipartisan goal with all our hearts, minds and souls.

Mr IAN COHEN [3.32 p.m.]: I support the Aboriginal Education motion and I congratulate the Government for its efforts in this area. Education surely is the great equaliser. Educational disadvantage is a key link in the chain that blocks indigenous self-determination and true equality before the law, interlinking and feeding back through other social indicators such as health, employment and housing.

For many years I listened to the war cries emanating from those knee-deep in the cultural wars of the Howard years. We are only just recovering from the Howard-led corralling of the imagined encroachments of so-called black armband revisionists. The retreat from the pluralistic education culture, and the preference for one-dimensional colonial narratives, did nothing to foster an environment where indigenous knowledge and culture was harnessed to encourage better educational outcomes. While the culture wars raged, progress on indigenous education stagnated. This was the irony of Howard's practical reconciliation.

Addressing indigenous disadvantage will not be solved with a silver bullet solution. Constructing and developing policy measures to remedy sub-optimal education outcomes must adopt broadscale indigenous consultation and participation. Mr Frank Pearce, Aboriginal State Coordinator of Aboriginal Education in the New South Wales Independent Education Sector, told the Inquiry into Overcoming Indigenous Disadvantage that:

Poor education levels lead to poor job prospects, which leads to poor and in a lot of cases sub standard incomes, which leads to poor housing, nutrition and health. This in turn leads to low self esteem and lack of motivation. In order to overcome all of these disadvantages a good quality education is essential be it in the public or private education system.

Mr Gary Highland, the National Director of Australians for Native Title and Reconciliation (ANTaR), similarly stated:

To close the life expectancy gap, it is essential to understand that good health is linked to social determinants like education, employment and housing.

The Aboriginal Education and Training Strategy 2006-2008 is one of the Government's key indigenous education platforms. The aim of the strategy is that by 2012 Aboriginal student outcomes will match or better outcomes of the broader student population. I am encouraged by the Government's strong pursuit of this objective. Often institutional and systemic disadvantage needs bold and ambitious objectives to reflect the magnitude of disadvantage. Over the next three years we will need to see an extensive rollout of programs across the State to achieve this objective. Looking at the Aboriginal Education and Training Policy we can see some important changes in mindset and approaches to education. Importantly, the policy states:

The Department is committed to increasing knowledge and understanding of the histories, cultures and experiences of Aboriginal and/or Torres Strait Islander people as the First Peoples of Australia.

Further:

The Department is committed to collaborative decision making with Aboriginal peoples, parents, caregivers, families and their communities.

What may appear to some as aspirational motherhood statements should really be interpreted as a significant swinging of the pendulum towards valuing and engaging Aboriginal and Torres Strait Islander people in education systems: participation rather than paternalism; engagement rather than dictation. The NSW Aboriginal Education Consultative Group [NSW AECG] acknowledged in the recent inquiry that while there is attempts at a holistic approach:

A great deal of work needs to be done in facilitating agencies to work together through genuine consultation and partnerships to meet the needs and support Aboriginal people at all levels.

On the Aboriginal Education and Training Strategy the committee commented:

Initiatives outlined in this section are commendable and indicate early signs of progress. However, the Committee is aware that the number of Indigenous students who are benefiting from these programs is small. For indigenous disadvantage to be overcome the scale of impact needs to be substantial so that a critical mass of students can change the future for the next generation.

What is clear from all these statements is that the scale of action and program rollout required to secure true equality in education is significant. The question that we must vigilantly keep asking is whether the scale of action required is backed up by both budgetary measures and engagement with indigenous communities. The scale of need for effective initiatives and programs is evident from the Two Ways Together data on the literacy and numeracy national benchmarks. To achieve the aim of the Aboriginal Education and Training Strategy, Government departments will need to fast track innovative programs across schools and TAFE in New South Wales.

One area where New South Wales does lead the nation is in the introduction of Aboriginal language studies into a number of its schools. The program trialled in 2007 at Bourke High School saw an increase in the attendance rates of year 8 students and the retention rates of year 9 students. Not only were there improvements in attendance and retention rates but the broader literacy and numeracy rates of indigenous students also increased. Up to 5,000 students are learning Aboriginal languages in NSW schools, less than half of whom are indigenous. The program is about more than expanding the curriculum. It actively facilitates a school culture that nurtures and celebrates indigenous cultural identity creating a learning environment under which indigenous students can excel. I thank the Hon. Christine Robertson for bringing this motion to allow the House an opportunity to reflect upon and discuss developments in education objectives for indigenous children and young adults.

The Hon. MELINDA PAVEY [3.40 p.m.]: It gives me great pleasure to join with so many of my colleagues in this Chamber to speak to this motion in relation to Aboriginal education programs. All speakers have presented their views, thoughts and experiences in a spirit of goodwill. The fact that Dr John Kaye and Reverend the Hon. Fred Nile agreed on an important point—that is, that Aboriginal students need Aboriginal teachers; an issue I will explore further—shows genuine goodwill. It is appropriate for members to do so. We are a very privileged country, State and society, yet so many are left behind. It is important that all members of this Chamber agree on the fundamental points. That is why I will not say I do not believe the Government should be commended. The House could note the benefit of Aboriginal education programs. I will not refer to schools that have major problems because there are good people working in those communities and at those schools. I will highlight the positive aspects of the Aboriginal education program, but also recognise that some statistics are not heading in the right direction. I will speak in the spirit of the motion.

A couple of years ago, with National Party colleagues the Hon. Trevor Khan, the Hon. Rick Colless and others, I toured around western New South Wales. We visited a number of communities, including Walgett, Brewarrina, Bourke, Wilcannia, Dareton and Moree, to meet the local people. A strong theme that came out of our meetings with the Aboriginal groups and leaders was that many of the communities have solutions. Another theme was partnership. The Hon. Christine Robertson, who is genuinely committed to improving the lives of people in New South Wales, particularly western New South Wales, emphasised the word "partnership" in her speech. The message left with us was that it had to be a three-way partnership between the student, the school and the parents. That is the only way to substantially improve the situation.

It is important to recognise the positives that come out of the programs. It is also important to look closely at the problems, which add to the vicious succession of the social demise of Aboriginal people. If we are to break out of this cycle, many of the programs must be reformed and the programs that are working need more funding. Aboriginal Affairs is a very challenging portfolio. The answers to these endemic problems are not always clear. However, the Government must be honest and query the success or otherwise of its programs and policies. One of the key initiatives of the Government since the 2007 election has been the State Plan, which was created to measure progress against certain goals. The Hon. Marie Ficarra referred to this issue in her speech. However, the State Plan process has left me without much faith, considering documents have been uncovered through freedom of information applications, which reveal that the New South Wales Labor Government denied publication of data in the State Plan progress update. Indigenous affairs must be judged openly, allowing the results and statistics to speak for themselves. Otherwise, the issues will not be addressed and the same problems will continue to haunt us for years to come.

The monitoring and reporting of the Aboriginal Education and Training Strategy 2006-2008 was based upon a number of measures aimed at increasing Aboriginal children's literacy and numeracy above the band 2 and elementary levels across various years. Unfortunately, after a year of the program being in place, none of the benchmarks has been achieved. In fact, a number of them still require a change of up to 20 per cent to achieve the goals for 2008. That data is not yet available. I will refer to the benchmarks compared to the latest results. Goal: All aboriginal year 3 students to achieve band 2 or higher on the Basic Skills Test [BST] literacy. Result: In 2007 there were still 24.6 per cent of Aboriginal students receiving band 1, the lowest level, compared to 8.5 per cent of their non-Aboriginal counterparts. Goal: All Aboriginal year 3 students to achieve band 2 or higher on the BST numeracy. Result: In 2007 there were still 22 per cent of Aboriginal students receiving band 1 compared to 8.5 per cent of their non-Aboriginal counterparts.

Goal: All Aboriginal year 5 students to achieve band 3 or higher on the BST literacy. Result: In 2007 there were still 17 per cent of Aboriginal students receiving band 2 or less compared to 5 per cent of their non-Aboriginal counterparts. Goal: All Aboriginal year 5 students to achieve band 3 or higher on the BST numeracy. Result: In 2007 there were still 18.5 per cent of Aboriginal students receiving band 3 or less compared to 6.5 per cent of their non-Aboriginal counterparts. Goal: All Aboriginal year 7 students to achieve the elementary skill band or higher on the English Language and Literacy Assessment [ELLA], that is, reading, writing and language. Result: In 2007 there were 12.5 per cent of Aboriginal students still achieving a low-level skill band compared to 2.7 per cent of their non-Aboriginal counterparts Goal: All Aboriginal year 7 students to achieve elementary skill band or higher on the Secondary Numeracy Assessment Program [SNAP]. Result: In 2007 there were still 20.1 per cent of Aboriginal students achieving a low-level skill band compared to 6.6 per cent of their non-Aboriginal counterparts. Goal: All Aboriginal students retained in years 10 to 12. Result: In 2007 Aboriginal students were recorded as having almost 20 per cent lower retention rate for students between years 10 and 12 compared to their non-Aboriginal counterparts.

As can be seen, unfortunately, none of the benchmarks has been met. These results reflect the inadequacies of the system, which must be addressed. The bottom line is that education is the key to helping overcome social disparity. We must have practical solutions to break the cycle and give children an opportunity for a brighter future, including a job, a home and a safe and secure family environment. Whilst the aim of education is paramount, to do well at schoolchildren must have a reasonably safe and secure home life. Too many children, particularly in the western parts of New South Wales, do not have that opportunity afforded to them. They live in a home with 10 to 15 people, breakfast is not served and the party has gone on all night, let alone the school bag being packed and the lunch cut.

The Hon. Christine Robertson: No-one has had any sleep.

The Hon. MELINDA PAVEY: No-one has had any sleep. That is the reality for many children. Teachers cannot be expected to fix that situation. There is good news: not all Aboriginal families are in this situation. But the statistics show that too many are. It must be noted that the problems facing our indigenous communities, such as drug and alcohol abuse within the home, problem gambling, child sexual abuse, shortages of suitable housing and shortcomings in providing appropriate standards of health care, are all contributing factors in the failure of indigenous students to achieve on par with their non-indigenous classmates. As Marcia Ella-Duncan, author of the Breaking the Silence report, said:

There has been talking for a long time but nothing has happened locally and the Indigenous communities are frustrated with the lack of action.

It seems the indigenous community does not believe the issues are new. Many people in the community have been trying to raise these issues for years and have been left frustrated and disenchanted with the lack of progress. As to high truancy rates, at our meetings community representatives reported in a number of cases that more children were running around on the streets than attending school. Anecdotal evidence from a community member in Bourke said that children often spent their time gambling and smoking cannabis on the main streets of Bourke, instead of attending school. As to Aboriginal people teaching Aboriginal children, one of the issues that came out was that the Government must look closely at assisting Aboriginal education assistants to ultimately become teachers. Many Aboriginal education assistants are employed as casuals. During school holidays they do not get paid. They are not employed on the same basis as other staff within the education department. Supporting, encouraging and ultimately assisting many Aboriginal education assistants to become teachers is a very fundamental plank in improving the education system.

The lack of clear career progression for Aboriginal education assistants serves as a major disincentive for people to take up an Aboriginal education assistant position. Teachers and Aboriginal education assistants alike, whom we spoke to, complained that once they reach the highest pay band they either stagnate in the role or pursue a teaching qualification at immense personal expense to their professional development.

One of the good success stories we heard on the tour was of Menindee Central School. The school's very motivated and excellent principal, Brian Debus, was employed against the normal protocols, with the support of the Deputy Director General of Education Trevor Fletcher. The school was recording a 100 per cent retention rate for all students in year 10 due to a heavy focus on vocational education training participation for students. Mr Debus said that all year 10 students at the school had a traineeship, with staff working hard to secure these positions and ensure classroom teaching was flexible enough to accommodate time spent learning on the job and travel requirements. This had led to retention rates well above the State average into the senior years of schooling.

Another huge area that needs to be addressed is the attendance of Aboriginal children at preschool. We heard evidence at Dareton in the south that suggested that the larger majority of children attending the preschool—an estimated 70 per cent—were in fact from Victoria. For some reason there did not seem to be the same motivation for the local community. Some primary school principals I spoke to on the North Coast are very concerned that many children this year are going into kindergarten without any early intervention—day care, family day care or preschool education—before ending up in primary school. I go back to the point that only about 25 per cent of New South Wales children in Dareton-Wentworth were attending the local preschool. The same issue came up at Wilcannia, but some excellent people on the ground there were doing some genuine things to overcome that situation.

To commend the Aboriginal Education and Training Strategy for its ideas and its goals is one thing but to commend it for the results we are seeing is another. Unfortunately, some of the results do not give credence to this motion, which sets out to commend the program. But we must be positive and bipartisan, and we must be honest in looking at the data and programs to ensure that they are reaching the necessary target audience so that we can go towards closing the 17-year gap between indigenous and non-indigenous life expectancy in this country. Education must lead that charge.

The Hon. PENNY SHARPE (Parliamentary Secretary) [3.52 p.m.]: I speak in support of the motion of the Hon. Christine Robertson and I commend her for bringing the issue to the attention of the House. In 2003 the former Minister for Education and Minister for Aboriginal Affairs, Dr Andrew Refshauge, announced a major review into Aboriginal education. He was blunt. He said at the time:

Despite the many education initiatives implemented by the Commonwealth and the NSW governments over the past 20 years Aboriginal students continue to be the most educationally disadvantaged student group in Australia. I want student outcomes to match or better outcomes of the broader population.

The New South Wales Aboriginal Education and Training Strategy is the result of the initial review. In 2006 the then Minister for Education and Training, Carmel Tebbutt, said:

There is now an urgent imperative to transform educational outcomes for this generation of Aboriginal children and young people. The Review gives us the means to make this transformation.

As all the speakers have acknowledged, the strategy is a start but has a lot further to go. In his first public address since being named Australian of the Year, Professor Mick Dodson said that education is key to improving outcomes for indigenous people and allowing them a roughly equal chance at happiness. He stated:

On 26 January 2010, every child will be geared up for the start of the school year. They will have a school to go to with chairs and tables and blackboards; with teachers ready, confident, determined, equipped to impart knowledge and confidence. Shoes on kids' feet, breakfast in their tummies; well-rested, ready to learn, willing to learn, able to learn.

That is his desire. But it is also a desire shared by kids, parents, teachers, communities, schools and governments. Closing the gap on the educational outcomes for Aboriginal children and young people is essential to building a socially just future. Forty per cent of New South Wales indigenous people are under 15 years of age. Across the State there are about 40,000 indigenous kids in New South Wales public schools. Education is the investment we can make to help build a better future for Aboriginal kids, their families and their communities—outcomes that, when achieved, actually make a difference.

I will give one small example. Australians for Native Title and Reconciliation cites Canadian research that shows that, on average, for every additional one year of education given to a young indigenous woman, four years are added to the lives of her children. So what has brought us to this point? The first policy for Aboriginal education in New South Wales was released in 1982. Back then it focused on the advancement of Aboriginal communities and the appreciation of Aboriginal cultures and societies by other Australians. Since that time the policy has gone through a number of manifestations. But more recent versions have acknowledged and incorporated into planning and policy the piece that too often has been missing: the participation of indigenous people themselves.

As history has shown, the involvement of Aboriginal people is essential to the success of any programs any government tries to implement. It is a lesson that is too often ignored and is still being ignored in some cases. It is not just about teaching Aboriginal history in classrooms but working with indigenous community groups, indigenous educators and indigenous parents. The Minister for Education launched the new policy late last year. It was updated after the Aboriginal Education Review. It took two years to develop and involved extensive consultation that was committed to engaging Aboriginal people at all levels of the process. Aboriginal communities, Aboriginal community groups and Aboriginal parents, along with school and TAFE colleges participated in consultation sessions. The working group received feedback from almost 200 submissions. Therefore, this policy truly reflects the views of the community and is reflected as a partnership, not a dictate from above.

At this stage I flag that I will move an amendment that recognises the essential contribution of the Aboriginal community in the development and ongoing implementation of the strategy. I thank all members for their unanimous support for the amendment. I move:

That the question be amended by omitting paragraph (b) and inserting instead:

(b) commends the Aboriginal community for their advocacy and persistence throughout the development and ongoing implementation of the Aboriginal Education and Training Strategy.

The education department will continue this commitment to collaborative decision-making, enshrining collaborative decision-making with Aboriginal people, parents, caregivers, families and their communities in the new policy and ensuring that collaboration is a feature throughout the education of each indigenous school student in New South Wales. The new policy also makes a commitment to increasing knowledge and understanding of the histories, cultures and experiences of Aboriginal and/or Torres Strait Islander people as the First Peoples of Australia. It requires everyone in the New South Wales Department of Education and Training to undergo training about indigenous culture and history—not just teachers, but all employees of the department.
Understanding the history and culture of the first Australians is important to all of us. It is important to us as Australians to have an appreciation of the unique culture of our indigenous people but also to be able to see things through the eyes of indigenous people and to find new ways to educate indigenous students. This has an impact not only on the way teachers teach but also on the way the whole department understands indigenous culture. As the policy says:

The Department will provide Aboriginal cultural education for all staff, and education about Aboriginal Australia for all students, as it is everybody's business.

The 2008-09 New South Wales State budget has dedicated $68.5 million for targeted Aboriginal education programs. The budget includes funding for initiatives to improve the educational outcomes of Aboriginal students, such as the Schools in Partnership program, that many members have spoken about today; personalised learning plans for Aboriginal students; the Aboriginal Human Resource Development Plan; a focus on quality teaching to improve achievements in literacy and numeracy; and the Aboriginal Education and Training Policy, which was updated at the end of last year and to which this motion mainly refers.

I will highlight a couple of the programs. First, the personalised learning plans for Aboriginal students. The new Aboriginal Education and Training Policy re-emphasises personalised learning plans. Personalised Learning Plans were introduced just over two years ago. Since that time 15,000 personalised learning plans have been developed and implemented for students across the State. These plans are designed by parents and teachers, and may include initiatives such as engaging children about their Aboriginal ancestry and finding a way to get them involved in their learning. It is a good approach that has wider implications for all students, not only indigenous children. Linking children to the things they are interested in and the topics they want to pursue through school is one way of keeping them linked to their own education.

Maddison Hall, a year 6 student, developed a personal learning plan that involved connecting with her Aboriginal ancestry. She travelled with her family to western New South Wales after discovering her grandfather's origins with the Wiradjuri people in Dubbo. Muswellbrook South Public School runs a program in which every Aboriginal student sets three short-term goals for the year. The goals can be academic, sporting or cultural; the parents, teachers and children monitor them. Programs like these work because they engage children on a level that is relevant to their lives, culture and experiences. University of Technology Sydney Professor Larissa Behrendt has said that programs like these work because they are based on a curriculum that engages Aboriginal children and teaches them the essentials in a way that resonates with their culture, values and world views.

The Schools in Partnership program recognises that educational success is a team effort. As other members have said, the program has been implemented in 30 schools around the State. It was initiated in 2006 to assist schools with significant populations of Aboriginal students to improve the literacy, numeracy and participation outcomes of all students, with a focus on improving the educational outcomes of indigenous students. This program is already successful. I again use the example of the Muswellbrook South Public School. The school has seen the number of indigenous students in band 1—the lowest band for literacy and numeracy in statewide assessments for years 3 and 5—drop dramatically.

Other members may have already highlighted the importance of early education and what is happening in preschools. I will briefly refer to a program that has been implemented in my duty electorate of Bega. The program was initiated at Moruya Public School, which is situated on the far south coast of the State. The school has run a successful school readiness and transition program for some time. Local preschools bring their students, mostly with their parents, to be introduced to structured learning in a school environment. This program covers all students from indigenous and non-indigenous backgrounds. The school also works to make indigenous students and their families feel welcome. The school's Aboriginal education assistant and the principal greet Aboriginal students and their parents at the school gate.

The school also runs an additional program for Aboriginal children who have not attended preschool and their parents. Called KinderStart, the program runs for four weeks. The school's Aboriginal education assistant and Aboriginal tutors collect children and parents, and bring them to school. They go through a special transition program to learn about the school and have their first contact with staff members with whom they are more culturally comfortable. The school sees this as an important starting point. Through this program the school is reaching parents with whom it has not had contact. This personal contact starts on the first day of school. The Aboriginal education assistant continues to meet the parents at the gate and speaks with families before and after school.

Through this initiative, Moruya Public School has had more indigenous parents enrolling their children in preschool. The school has had an opportunity to gather information about incoming students and what their needs will be in terms of work habits and socialisation. Indigenous children and parents say they feel valued and welcomed by the school. School readiness and attendance are improved because students and parents view the school as important. I know many more members wish to speak in this debate and we are running out of time. I thank the Hon. Christine Robertson for providing us with the opportunity to spend some time reflecting on a very important development in Aboriginal education in New South Wales, and working with Aboriginal people to help their families and communities. I look forward to good news as a result of the significant investment made by this Government.

Reverend the Hon. Dr GORDON MOYES [4.05 p.m.]: I support the Hon. Penny Sharpe's amendment. I was particularly moved when she began her contribution by explaining why she was commending the Aboriginal community for its advocacy and persistence through the development and ongoing implementation of the Aboriginal Education and Training Strategy and by quoting the 2009 Australian of the Year, Professor Mick Dodson. He spoke very eloquently about the need to improve the educational rights and responsibilities of Aboriginal children, and governments' responsibilities to them. He went on to say that the Rudd Government would reverse the position taken by the Howard Government and would sign the United Nations Declaration on the Rights of Indigenous People. After the formal apology to the Stolen Generation, the Federal Government has committed to establishing and implementing policies to reduce the gap between non-indigenous Australians and indigenous Australians.

The United Nations General Assembly adopted the Declaration on the Rights of Indigenous People in September 2007. The declaration had been negotiated for more than 20 years between nation states and indigenous people; 143 nations supported it. Only four countries voted against the declaration: Australia, Canada, New Zealand and the United States. At the time I spoke to Mr Howard and senior Liberal Party members indicating that I believed the Federal Government was wrong in voting against the United Nations declaration on the Rights of Indigenous People. I said that I believed it would encourage red-neck and racist people in our community in their campaign against the rights of indigenous people. When the declaration was adopted, Les Malezer, the Chairman of the Global Indigenous Caucus, welcomed the adoption of the declaration, and said in a statement to the General Assembly:

The Declaration does not represent solely the viewpoint of the United Nations, nor does it represent solely the view of indigenous peoples. It is a declaration which combines our views and interests which sets the framework for the future. It is a tool for peace and justice, based upon mutual recognition and respect.

The Federal Government is set to endorse the declaration at the next meeting of the United Nations Permanent Forum on Indigenous Issues in May. It has already said that it supports the declaration's underlying principles and that it is consulting with indigenous organisations, State and Territory governments and other key stakeholders. I welcome the Federal Government's intention to sign and adopt the United Nations Declaration on the Rights of Indigenous Peoples. The time is now for Australia to recognise the human rights, educational opportunities and future of indigenous people in customary international law. I mention this because, like many other members, I have been the recipient of emails from various groups in Australia who object to the Universal Declaration of Human Rights.

Unfortunately, some of these come from extremely conservative Christian organisations. As previous speakers have mentioned, Aboriginal schoolchildren in New South Wales suffer from poor school engagement and outcomes. The numeracy and literacy skills of Aboriginal primary school children are below minimum standards. The low representation of indigenous students in tertiary education is alarming. It is up to our policymakers, legislators, non-government organisations and the whole community to commit to closing the education gap between indigenous and non-indigenous children by 26 January 2010, as suggested by Professor Mick Dodson. The overrepresentation of indigenous offenders in the prison population and the increased number of Aboriginal deaths in custody highlights that more needs to be done to reduce the social, economic and political inequality facing our indigenous people.

I support the original motion and thank the Hon. Christine Robertson for moving it. I also support Reconciliation Australia's advertising campaign designed to challenge prejudices about indigenous people. While recognising the problems, we must hear much more about the positive stories and contributions of indigenous Australians in our local community, academia, law, science, business and politics. Often the successful stories go unnoticed by the media and are not appropriately recognised. The advertising campaign, which will begin on television this weekend, is a positive step that will challenge Australians about their negative and often misinformed views about indigenous people. I commend both the amendment and the original motion.

The Hon. HELEN WESTWOOD [4.09 p.m.]: I also speak in favour of this important motion on innovative programs in Aboriginal education moved by the Hon. Christine Robertson. I am also in favour of the amendment moved by the Hon. Penny Sharpe. Many members have already given great detail to the House about the Aboriginal Education and Training Strategy 2006 to 2008. I do not intend to focus on the detail of the strategy as much as other members have in this debate. I will focus a little more on other innovative programs that also have had positive educational outcomes for Aboriginal students in New South Wales.

I applaud this Government's commitment to improving education outcomes for Aboriginal people. That is reflected in the New South Wales State Plan, which specifically identifies the need to address the education needs of Aboriginal children and young people as a priority. This was reinforced in the final report, Overcoming Indigenous Disadvantage in New South Wales 2008, to which a number of honourable members have already referred and which I am sure we will hear more about during this debate. In New South Wales 40 per cent of the Aboriginal population are under 15 years of age. We see the reverse trend in Australia: the Aboriginal population is increasing at a higher rate than the general population. We are all aware that the general population is getting older but, at the same time, the Aboriginal population is steadily getting younger. This is a reality that this Labor Government is responding to.

Programs such as the Aboriginal Employment Strategy, which provides school-based traineeships, where as part of the program students need to stay at school but work in an organisation for one day a week during years 11 and 12, are certainly bearing fruit in employment and educational outcomes for students. The Two Ways Together plan is another example. It recognises that the improvement of educational outcomes requires an integrated approach between government agencies and Aboriginal people and organisations in order to achieve long-term, sustainable change. It is important to note in this debate the way the Government consulted and that there is real partnership between government and people and, of course, educators in delivering these innovative programs.

The Schools in Partnership initiative is another positive program getting results. It commenced in 2006 as part of a key partnership agreement between the New South Wales Department of Eduction and Training and the New South Wales Aboriginal Education Consultative Group Inc. Historically, the school retention rate for indigenous students has not been good—that is certainly an understatement—but I am delighted to say that this Government has implemented strategies that are showing great outcomes, some of which I have outlined.

Our Aboriginal communities have very strong cultures. In the Overcoming Indigenous Disadvantage report, Professor Jon Altman and Ms Janet Hunt of the Centre for Aboriginal Economic and Policy Research from the Australian National University, defined culture as the "values and beliefs shared by a group that inform everyday decision-making and practices" and stated that it is clear "kinships and connection to country remain important priorities that influence all aspects of indigenous social life". Part of that culture is self-expression through language, art, dance, music and sport. The Department of the Arts, Sport and Recreation has provided a three-year indigenous scholarship to the value of $30,000 to support a student who is undertaking either the Bachelor of Applied Science (Sport and Exercise Science) or Bachelor of Health Science (Personal Development, Health and Physical Education) at the University of Western Sydney in the College of Health and Science. This scholarship aims to assist an indigenous student along the higher education pathway and support the University of Western Sydney in its endeavours to promote indigenous education.

Art and cultural expression play an important role in the social wellbeing of Aboriginal people through reconnection and continuance of cultural identity, and recognising the cultural diversity of Aboriginal people. Many of our educational success stories have come through self-expression. Our Government is supporting our indigenous cultures not only through educational funding but also through the Department of Arts, Sport and Recreation and, indeed, the Department of Health. Not all students respond to conventional methods of teaching. Funding indigenous programs through the arts can and does have significant positive results. I have seen this at some of the schools I have visited over the past decade or two. Most of them are in urban settings in south-western Sydney. I will give a few examples. Gathering Ground: History, Ceremony, Protest, a joint project between PACT Youth Theatre and the City of Sydney's Redfern Community Centre, was supported in 2006.

This project developed an integrated indigenous community-based theatre development program for the indigenous community of Redfern and created training pathways for that community's indigenous youth, and that has continued. Company B was also supported for a three-year associate director position, which saw Wesley Enoch and, more recently, Wayne Blair take up the position. The rise of actor-directors such as Wesley Enoch, Wayne Blair, Leah Purcell and Deborah Mailman continues to play an important role, and it inspires many young Aboriginal artists. In the 2009 arts funding program, Company B was funded $50,000 for audience development and indigenous creative development. There was support to PACT Youth Theatre to develop the Step Up program, which offers up to four young Aboriginal artists the opportunity to develop ideas and work with established Aboriginal arts practitioners such as Wesley Enoch and Kirk Page. That program received $10,000.

Just last week a one-woman show by Tammy Anderson, I Don't Wanna Play House, was performed at the Joan Sutherland Performing Arts Centre in Penrith. This centre also receives arts funding. Yirra Yaakin Aboriginal Corporation produced the show. After the opening night a teacher from the Penrith Adolescent Centre approached Tammy Anderson. This centre is based in Blaxland High School and is a school for young people who have been taken out of the mainstream school system and are at risk of disengaging completely from education. Tammy Anderson kindly agreed to go to the centre to perform the show. There were 12 students at the performance, five of whom were Aboriginal. The response to the show was overwhelming and the school staff described the students' response to the show as life changing.

Six of the students requested permission to attend the Joan centre the next day to participate in Tammy's workshop. One of these students was a boy who is particularly disengaged and has never asked for, or shown interest in, anything at all. The teachers are extremely happy, and it is hoped that the Joan will be able to work more closely with the Penrith Adolescent Centre to ensure its students have the opportunity to see more performances, and maybe even create and produce their own work. These learning experiences are crucial to these youth, and are just another example of the way the Government is committed to delivering these positive experiences for all.

I also highlight another program—again not a conventional classroom program, but an award winning one that has some very good educational outcomes for the young people involved. Moree has the award-winning Mubali program run by the arts intervention company Beyond Empathy. Five years ago, the midwives at Moree Base Hospital identified a problem. Many of the pregnant indigenous young women in the area were turning up to have their babies and often their first contact with the health system was on the day they were to give birth. Beyond Empathy, with funding from New South Wales Health, has changed that. It brought the young pregnant women into a special room at the hospital where, with the help of midwives, they made plaster casts of their pregnant bellies. While they were painting these plaster bellies, they were introduced to breastfeeding experts, and they talked to dentists, mental health nurses and midwives. As a result, breastfeeding rates for these young mums were way above average, as were the birth weights of their babies. Those improvements will certainly result in better educational outcomes for those babies, and hopefully some of these young women will consider continuing their education.

Five years later and that program—which was awarded one of the State's highest health awards, the Baxter award—is still used as a way of educating and improving the health and wellbeing of young mothers and their babies in the Moree district. In fact, the private sector, through Goldman Sachs JBWere, is now funding the program in other towns in New South Wales. This is another good news story about community programs in education that involve Aboriginal students. The Government is making an educational difference. It is important that our indigenous communities maintain a connection to learning and to improve their educational outcomes if we are to close the gap in performance between Aboriginal and non-Aboriginal students. I commend the motion to the House.

The Hon. TREVOR KHAN [4.20 p.m.]: First, I comment on the appropriateness of the motion in its general sense. Recently I was in Tamworth—although that seems to happen less frequently—and, as is my want, I ended up with a camera in front of me.

The Hon. Michael Veitch: Take the advice of Charlie.

The Hon. TREVOR KHAN: It was a different sort of camera on this occasion. The cameraman, whom I have come to know fairly well, said to me, "What does that Christine Robertson actually do?

The Hon. Michael Veitch: Who is that Christine Robertson?

The Hon. TREVOR KHAN: That was close to the mark. I went on to explain that his perception was quite wrong and that the Hon. Christine Robertson plays a valuable role within the Australian Labor Party and within our community. This form of motion is a demonstration of her commitment not only to the Tamworth region but also to the people of New South Wales, and she is to be congratulated on that. A great deal has already been said about the inquiry into overcoming indigenous disadvantage. Indeed, it creates a significant starting point for a debate such as this, so it is worthwhile referring in part to the report of the inquiry. Chapter 6 states:

6.1 The Two Ways Together Report on Indicators 2007 states that '[e]ducation and training are fundamental to reducing Aboriginal disadvantage and enabling greater self determination and equal participation in the wider society.' However, results outlined in this, the most recent Two Ways Together Report on Indicators 2007, show that there has been 'no significant improvement in the proportion of Aboriginal students reaching the literacy and numeracy national benchmarks between 2001 and 2005' and '[t]here remains a considerable gap in the achievements of Aboriginal students and all students'.

6.2 By the time Aboriginal children reach Year 3, they are on average 19 months behind non-Aboriginal students in literacy and reading skills. Aboriginal students are approximately half as likely to complete Year 12 as non-Aboriginal students.

6.3 Lack of education has been described by Mr Frank Pearce, the Aboriginal State Coordinator of Aboriginal Education in the New South Wales Independent Education Sector, as 'one of the root causes of Indigenous disadvantage', which impacts on aspects of Indigenous life and wellbeing:

Poor education levels lead to poor job prospects, which leads to poor and in a lot of cases sub-standard incomes, which leads to poor housing, nutrition and health. This in turn leads to low self-esteem and lack of motivation. In order to overcome all of these disadvantages a good quality education is essential, be it in the public or private education systems. The report continues:

6.4 Health outcomes are also affected by education, as explained by Mr Gary Highland, the National Director, Australians for Native Title and Reconciliation:

To close the life expectancy gap, it is essential to understand that good health is linked to social determinants like education, employment and housing. I could go on, but chapter 6 and the introduction clearly paint two pictures: first, the fundamental importance of education to closing the gap; and, second, that we have a very long way to go and that our performance in closing the gap in some regards has been stagnant over recent times. That is not meant as a criticism.

Today we have heard a great deal about how well things are going, but the statistics do not bear that out. Since 2001 our performance has slipped back; it has not moved forward. With that caveat, I point out that the inquiry found that a number of projects appear to show great promise into the future, including the Tirkandi Inaburra program at Coleambally. This is a unique and exciting program involving young boys in the Aboriginal community. Ms Colleen Murray took us on a tour of the facility. Not only was she a passionate and strong advocate for her own community, but she also knew what she was doing, what she wanted and how to go about getting it. In every sense of the word she was inspiring. The Hon. Greg Donnelly asked her a question to which she answered, in part, as follows:

Well, first of all, they have to be indigenous and they have to be between the ages of 12 and 15 years.

She was referring to the lads to be part of the program. She continued:

As I said before, that age limit has been prescribed to me, so that is what we run with. I do not think it is ideal. This is an early intervention centre and the boys need to be just coming to the notice of police, disengaging from school, family life and community life, exhibiting antisocial-type behaviours. They can actually come because they are significantly disadvantaged academically—we like these type of boys—because here they can get close to one-on-one attention. It would be really pleasant if we had lots of those boys with no behavioural problem, but that is not the reality. It is a chicken and egg thing: once they are severely academically disadvantaged, then they have got behaviour problems. We find that consistently.

The Tirkandi Inaburra program is wonderful; it has a great advocate. Chapter 3 of the final report deals with the details of it. However, when we were finalising the final report we did not know that continued funding for the program was under threat. It is appalling to set up such a great program, spend lots of money on it and then rip the guts out of the community by withdrawing funding for it. One way to ensure that the Aboriginal community disengages is to give them a program that looks like it works and then take it away, or take away the funding, as appears to be the case here. I congratulate the Hon. Christine Robertson on moving this motion and on highlighting many issues. If time permitted, I would speak further. I commend those who have spoken today.

The Hon. MICHAEL VEITCH [4.27 p.m.]: I speak in favour of the motion moved by the Hon. Christine Robertson and commend her for bringing it to the attention of the House. It has now been more than a year since the Rudd Government's historic apology to the Stolen Generation. This was a liberating and important moment that should never be underestimated as mere symbolism. The apology offered a moment of renewal and a chance to move forward. By saying sorry, the Rudd Government offered new hope—hope that some of the tremendous pain Aboriginal communities suffered could be eased and that the space remaining could lead to a moment when Aboriginal and non-Aboriginal communities could jointly lift their gaze from the mistakes of the past and view a new possibility for change and move toward this new horizon together.

We all recognise how far this new horizon seems and the enormous work that must be done. Aboriginal people are still at a major disadvantage compared with the general community. Their life expectancy is about 20 years less and the rate of infant mortality is 1.8 times higher. Aboriginal unemployment is more than three times higher than the general unemployment rate and Aboriginal women are six times more likely to be victims of domestic violence. Aboriginal people still lack access to traditional lands, waters and natural resources to maintain their culture while Aboriginal youths are overrepresented in the juvenile and child protection systems.

Aboriginal disadvantage presents us all with an enormous challenge. But the Government does not shirk tough work or hard decisions. I am pleased to report to the House that the Rees Government has its shoulder to the wheel in Aboriginal affairs and is working hard to meet this challenge under the jurisdiction of the hardworking Minister for Aboriginal Affairs, the Hon. Paul Lynch.

The PRESIDENT: Order! Pursuant to standing orders, the debate is interrupted to allow the mover of the motion to speak in reply.

The Hon. CHRISTINE ROBERTSON [4.29 p.m.], in reply: I thank all members who have contributed to this debate: the Hon. Robyn Parker, the Hon. Kayee Griffin, Reverend the Hon. Fred Nile, Dr John Kaye, the Hon. Lynda Voltz, the Hon. Marie Ficarra, Mr Ian Cohen, the Hon. Melinda Pavey, the Hon. Penny Sharpe, Reverend the Hon. Dr Gordon Moyes, the Hon. Helen Westwood, the Hon. Trevor Khan and the Hon. Michael Veitch.

It has been a really good, positive debate. I recognise, as most speakers did, that equity in relation to education for Aboriginal people is still a huge issue. I will not respond to everything that individual speakers said in the debate, but one important issue was made clear: we must have access to reasonable data and information so we can report properly on Two Ways Together and ensure that indicator reports on the New South Wales Aboriginal community, which are now routinely prepared, actually mean something. It is freely acknowledged that some indicators show that there has not been change. However, there are other indicators to show that we are moving towards change. Those indicators include the programs operating within the education system, the increase in Aboriginal educators in our school system, the introduction of Aboriginal education classes, the emphasis on learning programs for individual Aboriginal students, and the improvement in the types of schools set up for those who have totally rejected the schooling system.

We have heard about one such example in western Sydney. There is also an excellent program in Moree, where young persons are given the opportunity to take education by the teeth and not just be kicked out on the street when things are not working for them in the school system. I valued the input of members on the importance of preschool education. I will not elaborate further on that except to say that it is incredibly important. When people read this debate in Hansard they will see why the people of New South Wales and members of this House can be proud that so many are working together so hard, in the face of so many challenges, to make a difference for young Aboriginal people in this State.

We believe that by 2012 Aboriginal student outcomes will match or better the outcomes of the broader student population. Certainly, in some cases that may be a little pie in the sky, but we should still strive for that outcome. Communities, young persons, teachers and school communities are pushing the issue. The Federal Government and the State Government would do well to endorse and adapt the work of the Aboriginal education community in New South Wales. They would do well to read what can happen when there is an integral program that Aboriginal people own, together with the Government, the department and the school communities. I endorse the amendment moved by the Hon. Penny Sharpe; it will be an important component of the motion, which I commend to the House.

Question—That the amendment of the Hon. Penny Sharpe be agreed to—put and resolved in the affirmative.

Amendment agreed to.

Question—That the motion as amended be agreed to—put and resolved in the affirmative.

Motion as amended agreed to.

Reverend the Hon. Fred Nile tabled, on behalf of the Chair, report No. 5/54, entitled "Protection of public sector whistleblower employees: Discussion Paper", dated March 2009.

Ordered to be printed on motion by Reverend the Hon. Fred Nile.

Reverend the Hon. FRED NILE [4.36 p.m.]: I move:

That the House take note of the report.

This discussion paper brings together evidence and ideas received thus far by the Committee on the Independent Commission Against Corruption during its inquiry into the effectiveness of current laws, practices and procedures in protecting whistleblower employees who make allegations against government officials and members of Parliament. The discussion paper puts forward 16 proposals for reform, with the intention of strengthening, and providing greater oversight of, the protection of whistleblowers in the public sector. The committee welcomes comments on, and responses to, the proposals put forward in the discussion paper and the issues it canvasses.

Debate adjourned on motion by Reverend the Hon. Fred Nile and set down as an order of the day for a future day.

The Hon. Henry Tsang tabled the following paper:

Annual Reports (Statutory Bodies) Act 1984—Report entitled "Waste Recycling and Processing Corporation (Trading as WSN Environmental Solutions)" for the year ended 30 June 2008.

Ordered to be printed on motion by the Hon. Henry Tsang.
Motion, by leave, by the Hon. Lynda Voltz agreed to:

(1) That this House extend its condolences to the people of Baden-Wurttemberg, and in particular the town of Winnenden, following the tragic loss of life at the school shooting at Albertville-Realschule Winnenden. The thoughts and sympathy of the people of New South Wales are with you in this tragic time; and

(2) That this resolution be communicated by the President to the Minister President of Baden-Wurttemberg.

Debate resumed from 13 November 2008.

The Hon. LYNDA VOLTZ [4.37 p.m.]: As Virgil said 2,000 years ago, "Happy is he who gets to know the reasons for things." In New South Wales schools from kindergarten, science and technology forms an important part of the school curriculum. It is where students learn about the natural and man-made environments by investigating, designing, and using technology. Students find out about the world in a systematic way. They learn science is not just a body of knowledge but also a process of investigation: findings are accepted only if they can be verified.

All parents have had to deal with the interminable "But why" question in their time. Children love to ask questions about how stuff works: Why does the wind blow? How are bubbles made? Where do waves come from? Where does the sun go? And we have often felt like the dad telling his son that the Great Wall of China was built to keep the rabbits out under the rule of Emperor Nasi Goreng. But the harnessing of that natural predisposition for humanity to ask the question "Why" before its children get to the "Why do I have to learn this boring stuff" age is vital. If we want to live in a fair and just society, the principle of gathering evidence and logical thinking is critically important. It teaches us to determine what is true and what is merely imagined, and to rationally understand the world. It gives us the ability to understand ourselves.

That is why events such as Science EXPOsed—which brings together more than 1,600 school students from years 8 and 9—add to the work of our science and technology teachers across New South Wales in engaging students in not only all the possibilities and adventure that science can present but, importantly, also the use of critical thinking to understand the world around them. An understanding of scientific theory allows students to grow up in a world where the comprehensive framework for describing, explaining and making falsifiable predictions about related sets of phenomena, based on rigorous observation, experiment and logic, is part of the way they think.

This scientific theory underpins many of science's greatest revelations, such as evolution and the big bang theory. Importantly, it is just the kind of thinking that underpins climate change. While scientists continue their research to refine our understanding of Earth's complex atmospheric system, as our Prime Minister has said, "The science is in". Human-induced warming is already affecting many physical and biological processes on every continent. According to the Intergovernmental Panel on Climate Change Fourth Assessment Report, almost 90 per cent of the 29,000 observational data series examined revealed changes consistent with the expected response to global warming. The observed physical and biological responses have been greatest in the regions that warmed the most.

Recent advances in studies that compare observed changes with simulations that explicitly separate natural and human-induced factors affecting climate change further support this conclusion. It enables researchers to calculate how much of an observed change is attributable to human-induced warming. Whilst questioning and scepticism are fundamental aspects of science, the arena for proposing new scientific ideas and their subsequent testing is through peer-reviewed scientific journals. There have been thousands of peer-reviewed scientific studies of climate variability and change, leading to a greater understanding of the causes of recent global warming. They have all reached the same conclusion: the observed increase in global average surface temperature since the mid twentieth century is due mainly to the increase in greenhouse gases in the atmosphere caused by human activity.

In this year of the bicentenary of Darwin's birth, and the 150th anniversary of the publication of his seminal work The Origin of Species, and also the works of Russell Wallace, it is the same type of thinking that places intelligent design only in the religious class, not in the science class. It is a marvellous thing to see children from all around Australia attending Science EXPOsed, Questacon, the Australian and Powerhouse museums, and many observatories around the country. During school holidays, students also attend programs such as the CSI workshop at the University of New South Wales, the Double Helix holiday program run by the CSIRO, and the various school holiday programs run throughout our museums, zoos and observatories across New South Wales.

Developed countries all over the world are experiencing a disturbing downward trend in high school, tertiary and vocational enrolments in science, engineering and technology-related areas. Australia is not immune to these developments. Research conducted by the Federal Government shows that the number of Australian year 12 students who undertook physical sciences declined from 45 per cent in 1991 to 36 per cent in 2000. Therefore it is vital that school students in New South Wales be encouraged to develop an appreciation of science, engineering and technology and to consider a scientific career.

Recently the Minister for Education and Training launched an education foundation for children within the public sector. The first announcement was for 20 scholarships to girls within the public school system to study physics, and that should go a long way to helping those girls pursue a scientific career. I also acknowledge the work of Fred Watson of the Sydney Observatory. The Sydney Observatory partnered the New South Wales Government dollar for dollar in providing those scholarships. One can never have too many girls, or too many people for that matter, studying physics.

The Hon. Melinda Pavey: She is a bit sensitive about girls doing well.

The Hon. LYNDA VOLTZ: Anything the boys can do, the girls can do better. Isn't that right, Melinda? Fortunately, there is evidence that New South Wales is leading the way in inspiring our students to pursue science education. The New South Wales Board of Studies has reported that since 2004 enrolments in senior science have risen by 15 per cent. This is a great achievement and would be due in no small part to the many strategic school science initiatives introduced by the New South Wales Government, including Science EXPOsed. Hopefully Science EXPOsed is helping to open the door to our next generation of scientists, who will not only better understand the world around us, but also continue to present the data that helps to form our thinking and leads to better debate and decision-making in this and other parliamentary chambers around the world.

The Hon. PENNY SHARPE (Parliamentary Secretary) [4.44 p.m.], in reply: I thank members for their contributions to this debate. It has been one of those rare occasions when there has been bipartisan support for the importance of science education within our schools. There has been considerable reflection by members on the importance of science in decision-making and the formulation of public policy, and the need for support for our science students in the future. People much younger than us will solve the problems we now face, and science will play a part in that. I commend the motion of the House.

Question—That the motion be agreed to—put and resolved in the affirmative.

Motion agreed to.

The Hon. MELINDA PAVEY [4.45 p.m.]: I move:

That this House:

(a) notes that Department of Planning population projection statistics released recently cite that the population of the mid North Coast region is projected to grow to 387,000 by 2036, which is an increase of 30 per cent from the 2006 population of 297,000;

(b) notes that the large majority of this increase is due to the ageing demographic with people aged 65 and over expected to increase from 19.1 per cent in 2006 to 34.2 per cent in 2036;

(c) express concern as to the lack of planning that has occurred in order to cater for this quickly emerging demographic change;

(d) condemns the Government's underfunding of the mid North Coast region; and

(e) calls on the Government to immediately respond to this trend so that health infrastructure is able to cope with the increasing demands, through the allocation to the North Coast Area Health Service of a fair share of health funding under the Resource Distribution Formula.

Madam Acting President—

The Hon. Don Harwin: Point of order: I am loathe to interrupt the member, but I do so to point out that the correct usage is not Madam Acting President but Madam Deputy-President. I would appreciate your guidance on the issue so that the member uses the correct form of address.

DEPUTY-PRESIDENT (The Hon. Helen Westwood): Order! I uphold the point of order. The Hon. Melinda Pavey may proceed.

The Hon. MELINDA PAVEY: I am humbled! The Department of Planning released population projection statistics claiming that the population of the mid North Coast region of New South Wales is projected to grow to 387,000 people by 2036, which is an increase of 30 per cent over the 2006 population of 297,000. My motion draws attention to the fact that in large part that increase is due to the ageing demographic, with the number of people aged 65 and over expected to increase from 19.1 per cent of the population in 2006 to 34.2 per cent in 2036.

The 2008 report on State and regional population projections for New South Wales for 2006 to 2036 cites a number of figures that reflect the exponential growth of the mid North Coast ageing population. Plans must be made for the projected 30 per cent increase in population growth by 2036 on the mid North Coast so that health infrastructure is able to cope with the increased demand; otherwise immense pressure will be placed on already strained infrastructure. Annual population growth will be about 3,500 in the initial years of projection, falling to about 2,200 by 2035-36. That means for every year for the next few years the population of the mid North Coast will increase by 3,500. Population growth rates for the region are expected to exceed those of the State as a whole until 2013.

The electorate of Port Macquarie already has the oldest median age in the State—44 years, compared with the State median age of 35 years. I shall address the pressure that that age demographic is placing on local health services later in my contribution. It is significant to note that in the past week the Department of Planning has released its mid North Coast Regional Strategy Report 2009, which shows that the median age is expected to increase from 44 years in 2006 to 55 years in 2031, and that the number of people aged 65 years and over will more than double. The report states:

94,000 people are expected to call the region home by the year 2031. To cater for this the strategy plans for 59,600 new homes and 48,500 new jobs over the same period.

The report continues:

Over the past 25 years the Mid-North Coast has experienced a 70 per cent population increase reflecting a considerable amount of growth and change. The largest increases have been in the coastal areas of Port Macquarie-Hastings and Coffs Harbour as well as the Great Lakes area, including Forster-Tuncurry.

The report also states:

These population changes will impact on the type and availability of dwellings that will be needed. Currently 80 per cent of all dwellings in the region are detached houses but with demographic change and lower occupancy ratios there will need to be a greater proportion of multiunit dwellings in future to provide accessible and adaptable housing choices.

A 30 per cent increase on the 2006 population on the mid North Coast by 2036 must be addressed and planned for now, otherwise this rapid growth will place immense pressure on the existing infrastructure, which is already under enormous strain. New South Wales is facing serious risks and challenges, particularly from the ageing and changing demographics of the population and the potential economic downturn, which is largely the result of Labor's failure to manage the State's finances. The Government can seek to blame economic chaos around the world, but it is clear that we have not had a sure footing in financial management in New South Wales for sometime. The Rudd Labor Government was fortunate to inherit good financial economic management at the Federal level. The New South Wales Government has poorly managed the State's finances, as evidenced by the budget deficit this year and a mini-budget in November that destroyed much confidence in the New South Wales economy.

At a time when the people of New South Wales needed to be confident in a strong economy, the cutbacks in road funding and other projects across New South Wales put a big stop on the State's economy and exacerbated the economic situation in New South Wales. Today the Treasurer released unemployment figures that show that New South Wales has faltered again. I argue, not just from a partisan perspective, that the Hon. Eric Roozendaal is largely responsible for the lack of confidence by the business community in jobs and investment in New South Wales. That lack of confidence extends to the mid North Coast because of the Government's lack of planning and work strategies to address the needs of this growing region.

When I had a closer look at the Mid North Coast Regional Strategy 2009, which addresses the infrastructure project needs for the region for the next 10 years, I noted with a sense of amazement that the construction of the fourth pod at Port Macquarie Base Hospital is not even listed. Last year the hospital was forced to cancel up to 30 per cent of planned surgeries because of bed shortages. The hospital was at 100 per cent capacity, particularly during the winter months when viral infections, which attack principally the young and old members of the population, were at their highest. The hospital had bed block and the emergency department was turning people away. The hospital is at maximum capacity, yet with regards to infrastructure projects for the region for the next 10 years Port Macquarie Base Hospital is not even listed.

The Hon. Don Harwin: That can't be right.

The Hon. MELINDA PAVEY: It is not listed. It is interesting to note the hospitals that are listed for improvement: Grafton, local member Steve Cansdell; Coffs Harbour, local member Andrew Fraser; and Taree, local member John Turner. But Port Macquarie is not on the list.

[Interruption]

The Hon. Don Harwin: Point of order: The interjections from the Government benches are making it exceedingly difficult for me to hear the contribution of the Hon. Melinda Pavey. The standing orders are clear that interjections are disorderly at all times. I invite you to rule accordingly.

The Hon. Lynda Voltz: To the point of order: I understand that the member may be sensitive about allegations concerning Port Macquarie Hospital and a previous Government, but I make the point that most of the noise emanated from the Opposition side of the Chamber.

The Hon. Don Harwin: Further to the point of order: The Hon. Lynda Voltz clearly was making a debating point and was being disorderly. I take a further point of order that not only is the noise coming from the Government benches making it exceedingly difficult for members to hear the debate, but also the Hon. Lynda Voltz is abusing the standing orders by making debating points under the guise of a point of order.

DEPUTY-PRESIDENT (The Hon. Helen Westwood): Order! I remind members that interjections are disorderly at all times. I ask all members to cease interrupting—and I include those who are seated in a position opposite to that which they usually occupy in this Chamber.

The Hon. MELINDA PAVEY: A wise and thoughtful ruling Madam Deputy-President. Despite the needs in Port Macquarie, the construction of a fourth pod at Port Macquarie Base Hospital did not even make the list. The projects to be completed under the $140 billion State Infrastructure Strategy include the Coffs Harbour Base Hospital non-acute mental health unit, the Grafton Base Hospital emergency department and the Manning Base Hospital emergency department. But there is nothing about Port Macquarie. When the Premier visited Port Macquarie to attend the Country Labor conference some four months ago where he was lobbied extensively by local clinicians and nurses. The Nurses Association has been very keen to get a commitment from the Government on the fourth pod. I do not know what happened between the time the Premier took on board all the advice from the community and when things came out the other end.

The Hon. Don Harwin: He obviously was not listening at all.

The Hon. MELINDA PAVEY: He was not listening. He was paying lip-service.

Ms Sylvia Hale: It's the usual stuff that comes out the other end.

The Hon. MELINDA PAVEY: I acknowledge the interjection of Ms Sylvia Hale. I am appalled that the special needs of our communities on the mid North Coast have been ignored. The strategy states further that population changes will impact on the type and availability of dwellings that will be needed. Currently 80 per cent of all dwellings in the region are detached houses, but with demographic change and lower occupancy ratios a greater proportion of multiunit dwellings will have to be built to provide accessible and adaptable housing choices.

The Hon. Michael Veitch: Point of clarification: Madam Deputy-President, are you able to confirm whether the Hon. Melinda Pavey formally moved a motion before commencing her speech?

DEPUTY-PRESIDENT (The Hon. Helen Westwood): Order! I am advised that the Hon. Melinda Pavey moved her motion.

The Hon. MELINDA PAVEY: I did, Madam Deputy-President. I thank the Hon. Michael Veitch for his support.

The Hon. Lynda Voltz: Are you humbled again?

The Hon. MELINDA PAVEY: I am humbled again. The level of support and camaraderie in this Chamber on occasions is extraordinary. As I said earlier, a 30 per cent increase on the 2006 population of the mid North Coast by 2036 must be addressed and planned for now, otherwise this rapid growth will place immense pressure on existing infrastructure. New South Wales is facing serious risks and challenges, particularly from ageing and changing demographics. A large part of the difficult challenges that lie ahead are because of Labor's failure to manage the State's finances. The concern is that Labor's budget practices do not give us any confidence that it has prepared for the risks and challenges, such as those presented by the State's ageing population.

Aged pensioners were hung out to dry in the Federal budget and now the services delivered by the State are not being addressed either. The Labor Government has demanded that people aged over 65 continue working and now it has refused to fund its own Ageing 2030 strategy. The 64 to 75 age group is making an enormous contribution to society and that will be affected by any push by Premier Nathan Rees to drive workforce participation amongst grandparents.

Pursuant to sessional orders business interrupted to permit a motion to adjourn the House if desired.

Item of business set down as an order of the day for a future day.

Motion by the Hon. Tony Kelly agreed to:

That this House at its rising today do adjourn until Tuesday 24 March 2009 at 2.30 p.m.

The Hon. TONY KELLY (Minister for Police, Minister for Lands, and Minister for Rural Affairs) [5.01 p.m.]: I move:

That this House do now adjourn.

Ms SYLVIA HALE [5.01 p.m.]: Today's unemployment figures show that New South Wales lost more than 11,000 jobs this month and now has the highest unemployment rate in the country. This is on top of a report released yesterday by the Western Sydney Regional Organisation of Councils and the University of Western Sydney that provides a dire forecast for future employment in western Sydney unless there is significant planning and investment in infrastructure, training and business support. The report states that the number of jobs needed for the projected population increase:

… cannot be met without significant new public investment in Western Sydney alongside determined efforts to reconfigure the Western Sydney regional economy. A reliance on market forces and spread effects from growth in Sydney's so-called global economic corridor will not be sufficient.

The economic downturn and the abandonment of western Sydney infrastructure by the New South Wales Government show there is nowhere near the commitment needed for this region to have sustainable jobs growth.
The report goes on to state:

A rejuvenated, committed approach to infrastructure provision in Western Sydney is paramount. Its absence will have severe social, economic and environmental consequences.

The Greens are calling for a regional employment strategy for western Sydney focusing on the creation of green jobs and building on the region's strength in manufacturing. By providing incentives for industries to re-tool and re-train to meet the green job opportunities ahead, western Sydney would be well placed to not only maintain current employment levels but to create more into the future.

The Greens also believe that it is essential to address the dire state of public transport infrastructure through integrated transport planning and investment. Nearly 80 per cent of all full-time workers get to work by car. More than 95 per cent of workers in the key employment hubs of the NorWest Business Park and the Homebush Olympic precinct are car-dependent. On average, western Sydney commuters spend more than an hour getting to work. The job losses announced today and the findings in this report are coming about because a long period of excess borrowing and consumption has come to an end as the world economy contracts at a rate not seen in 80 years.

The extended boom period has left us with both an economy and an environment that is unsustainable. We do not have a choice of fixing one or the other; we have to fix them both simultaneously. We must find a new way of doing things. We must create sustainable new jobs to replace the unsustainable old ones that are being destroyed by the world financial crisis. That is why the Greens are calling for a massive investment in green jobs in areas such as research, development, manufacturing and installation of renewable energy; retrofitting of buildings; increased energy efficiency; forest management; and ecotourism, to name just some of the types of green jobs that already exist and need to be expanded to meet the demand for employment as old-economy jobs are lost. The Greens successfully convinced the Federal Government to divert $500 million of the recent stimulus package to initiatives that will help create green jobs. But that is just a start; we must invest far more, both in training and in the incentives and direct investment that are needed to get these new industries expanding.

As the mining industry goes into decline and sheds jobs in coalmining and exports at the same time as other countries look for cleaner sources of energy, it is pointless for the Government to continue its massive subsidies to polluting industries. The money that the Rudd and Rees governments have invested in green energy and jobs is only a fraction of the money that it spends each year on subsidising polluting industries like coal and aluminium. Australia should be leading the world in creating green jobs; instead, we are already falling behind. In 2007 the United States Congress approved the Green Jobs Act, which authorised an initial $US125 million to identify skills, develop training programs and train workers in a range of green jobs. The Act has a special focus on creating "green pathways out of poverty".

The United States Energy Efficiency and Conservation Block Grant Program is a $US2 billion grant program for local governments to use for retrofitting their communities to save energy and combat global warming, creating tens of thousands of green-collar jobs in the process. The City of Chicago has created a Green Corps Program that targets ex-offenders and provides training in areas such as urban landscaping, computer refurbishment and recycling, and home refurbishment to improve energy efficiency. Where are the similar laws and programs in New South Wales, particularly for the long-neglected areas of western Sydney?

The Hon. LYNDA VOLTZ [5.05 p.m.]: I congratulate Professor Mick Dodson on his award as Australian of the Year. Mick Dodson has been a prominent advocate for land rights and other issues affecting Aboriginal and Torres Strait Islander peoples. He is a member of the Yawuru peoples, the traditional Aboriginal owners of land and waters in the Broome area of the southern Kimberley region of Western Australia. He is currently director of the National Centre for Indigenous Studies at the Australian National University, Professor of Law at the Australian National University College of Law, and a Director of Dodson, Bauman and Associates Pty Ltd. He was previously the Director of the Indigenous Law Centre at the University of New South Wales, Kensington.

Professor Dodson was Australia's first Aboriginal and Torres Strait Islander Social Justice Commissioner with the Human Rights and Equal Opportunity Commission; he served as commissioner from April 1993 to January 1998. Mick participated in the crafting of the text of the Declaration on the Rights of Indigenous Peoples in the United Nations Working Group on Indigenous Populations and the inter-sessional working group of the Human Rights Commission, adopted overwhelmingly in 2007 by the United Nations General Assembly. He is an outstanding recipient of this award.

But I digress to part of his response to receiving the award for Australian of the Year. Professor Dodson was asked his views on the sensitivities surrounding Australia Day for the Aboriginal people. He acknowledged those sensitivities and signalled that the time may have come to have a debate. Australia Day represents the day in 1788 that Captain Arthur Phillip, Commander of the First Fleet of 11 convict ships from Great Britain and the first Governor of New South Wales, arrived at Sydney Cove and raised the Union Jack to symbolise British occupation of the eastern half of the continent.

But since 1938, the sesquicentenary of this landing, it has been marked as a day of mourning for the Aboriginal people. On 26 January, as the sesquicentenary flotilla passed through Sydney's streets, about 100 Aborigines met in Sydney. Among them were William Cooper, founder of the Australian Aborigines League in Victoria in 1936, Jack Patten, Bill Ferguson and Pearl Gibbs, who headed the Aborigines Progressive Association formed in New South Wales in 1937. The meeting at the Australian Hall on what was called "the 150th anniversary of the white man's seizure of our country" passed unanimously a resolution protesting at the white man's mistreatment of Aborigines since 1788 and appealing for new laws ensuring equality for Aborigines within the Australian community. It is right for Professor Dodson to call for a discussion around what is to be our day of nationhood.

Furthermore, the day based around British occupation fails to recognise the ongoing contact between Australians and the Macassan Trepangers from Sulawesi, whose language, art, economy and genetics can be found in the descendants of both Macassan and Australian descendants on both sides of the Arafura and Banda seas. Finding an alternative day is, of course, difficult. At this point in time, the day of Federation on 1 January is the obvious choice but it is already taken. Perhaps we will have to wait for an Australian republic before a day can be found. If we wish to take the first step towards nationhood perhaps it is time that the public holiday for the Queen's Birthday be replaced. A more appropriate June public holiday would be Mabo Day, 3 June, acknowledging the first Australians and their care of the land.

Public holidays are an important part of our lifestyle and culture, and represent a good opportunity to stop and reflect, to celebrate religious festivals and, most importantly, to give us breathing space to be with family and friends. Whatever date continues to be Australia Day one thing is for certain: it should continue to be celebrated. Australians work some of the longest hours in the Organisation for Economic Co-operation and Development. Parents are under increasing pressure, particularly with young children, to use their annual leave to care for young ones over the school holiday periods. Indeed, one of the few times that both parents can actually sit down together with their children is on a public holiday. That is why every one of our public holidays—Australia Day, Anzac Day, Boxing Day—should always be gazetted, regardless of our beliefs or origins and regardless of the day on which they fall.

The Hon. TREVOR KHAN [5.10 p.m.]: It was announced today that Australia's rate of unemployment has risen to 5.2 per cent in the past month and that the New South Wales rate has jumped to 5.8 per cent. Across the country more than 53,000 have lost their jobs. We are now in the sad situation where, along with South Australia, New South Wales is the worst performing State or Territory in the country. Put another way, on this measure of economic performance, we are bottom dwellers. Because of this Government's failure to develop the necessary infrastructure and climate for robust business activity, the impact of the current global financial crisis will be much harsher for the people of New South Wales than those elsewhere in the country. The simple reality is that if it were not for the historical accident that Sydney was the birthplace of the Australian nation and therefore many companies have established their headquarters here, our economy would be an even bigger basket case. Rather than engage in yet more spin about the state of our economy—which it did yet again today—this Government should admit that it has failed the people of New South Wales.

I want to relate this failure to achieve national average employment outcomes back to the personal level so that we talk about people and not simply numbers, as the Premier and the Treasurer tend to do. In 1981 I was the personnel officer at the Botany mill of what was then known as Australian Paper Manufacturers and now as Amcor. The company operated two paper machines at the site, both producing boxboard for the corrugated box market. Unfortunately bad times struck the mill in 1981. There was a collapse in the market, with the demand for boxboard falling dramatically. As a result, a whole shift worth of employees had to be shed from the mill. I will never forget the day that the retrenchments were announced. Employees were told the news as they came to work for the commencement of their shifts.

One of the workers was so shaken that during his shift he accidentally got his arm caught in the size press of the number seven paper machine and lost a couple of fingers and suffered extensive injuries to his arm. I knew that man: I had employed him; I can remember his face; I know his name; I can still visualise his employment application. He suffered depression while he was slowly recovering from the serious injuries he sustained and, as a result, he took a rifle and shot himself. The events that led to his death were extreme, but the simple reality is that employment helps to define people. It creates a purpose in life, opportunity and hope. The loss of employment can be and is materially and emotionally destructive. People who lose their job face enormous pressures. They lose their homes, their cars and other material possessions. They sometimes even lose their marriage and they are likely to suffer poorer health outcomes than those in employment. For some it can impact upon both them and their family in a way that leads to long-term if not chronic unemployment. People deserve our respect and acknowledgement when we talk about unemployment rates and we should accept that we are talking about human tragedies.

During my time working at the Botany mill I met and worked with many fine people. The production area had fine men like Henry Purcell and Peter Leonard and the maintenance area had supervisor Steve O'Rourke. In my own section, there was personnel manager Barry Simmons, who had to put up with a lot from me. Of course, there was also my direct superior and friend Harold Dennis and many others. I particularly note two union delegates with whom I did not always agree, but who in reality were fine men who made their own significant contributions to the operations of the mill. The Pulp and Paper Workers Federation–as it was know then—was represented by Phil Illidge and the then Metal Workers Union was represented by a grand man by the name of Les Bird. In these difficult times, I send my heartfelt regards to all those who continue to work at the Botany mill. I hope and trust that they all remain in employment. I have worked away from the mill for more than 27 years, but I am sure it remains a great community of hardworking Australians.

Dr JOHN KAYE [5.14 p.m.]: Data released late last year by the Greens exposed systematic rorting of Higher School Certificate special provisions by a small band of elite private schools. The New South Wales Government has refused to act to secure the integrity of the Higher School Certificate and to ensure that students compete on a level playing field. The Board of Studies' and the Minister's failure to act has left the special provisions vulnerable and risks destroying cases in which assistance is genuinely needed. Special provisions include such things as additional time, reading time, a reader, coloured paper or a quiet room. They are granted to address the impacts of learning difficulties, disabilities, ill health and family misfortune. The Greens strongly support the Higher School Certificate special provisions. They are a mechanism for creating fairness where it would not otherwise exist. Any suggestions to the contrary are not only misleading but are designed to cover up this Government's activities.

Verity Firth, the Minister for Education, her director general, Michael Coutts-Trotter, John Bennett, the General Manager of the Board of Studies, Brian Croke, the Executive Director of the Catholic Education Commission, Geoff Newcombe, the Executive Director of the Association of Independent Schools, and Jim McAlpine, the President of the New South Wales Secondary Principals Council did exactly that in a letter published in the Sydney Morning Herald this morning. They suggested that I had said that special provisions offer an unfair advantage. That is a totally incorrect. They are quoting me and the Sydney Morning Herald out of context. Their letter is deliberately wrong, misleading and slanderous. They resorted to a level of fuzzy logic and selective misquoting that demonstrates they are running for cover because of a problem of their own making.

The facts are simple and they derive from data that the Greens obtained in response to questions on notice asked last year. The statewide average for special provisions is 6.6 per cent; that is, 6.6 per cent of students around the State are granted special provisions. At 25 elite private schools in New South Wales the percentage is double that figure. At Masada College, 29.5 per cent of the students were granted special provisions; at Scots College the figure was 24.5 per cent; and at Reddam House the figure was 21.7 per cent. At schools such as Presbyterian Ladies College Sydney, Frensham School, Knox Grammar School, St Catherine's School, SCEGGS Darlinghurst and Blue Mountains Grammar School the percentage was more than 15 per cent. This is not a statistical anomaly. We looked at the figures for previous three years and the same story emerged. A small band of exclusive private schools are abusing special provisions to obtain unfair advantage for their students. In contrast, the percentage in public sector selective high schools was below the State average. We accept that some public schools might have a higher percentage, but special circumstances apply in those cases.

Supporters of elite private schools are simply wrong when they claim that their institutions' inflated access to special provisions represents a greater enrolment of children with disabilities. Australian Bureau of Statistics figures for 2005 show that while 4.8 per cent of children in public schools have a disability, only 2.6 per cent of children in private schools are disabled. This cannot be explained away by using fuzzy logic. Minister Firth claimed in today's letter to the Sydney Morning Herald:

The fact that some schools have a larger number of students with genuine disabilities than others does not mean the system must be corrupt. The natural extension of that proposition would be that any variation on a State average was suspect.

That is a logical fallacy that is not in keeping with the quality of the educators who belong to the fine bodies that are represented by the individuals who signed the letter. There is only one explanation: Some exclusive private schools are encouraging their students to seek certificates from compliant medical and other health practitioners when they do not deserve them. They are simply pushing the envelope. Not only does this type of behaviour create an unfair advantage for those who do not deserve it but it also sends an appalling message to students in elite schools about honesty and how they should deal with the system. It is a tribute to the teachers in public schools, to principals and to the values of public education that this sort of behaviour does not happen in the public education system.

The Minister claims that chartered accountant Walter Turnbull and former South Australian education bureaucrat Jan Keightley gave the system a clean bill of health. That is absolute nonsense. They were told not to look at the core of the problem; they were told not to look at the issue of dodgy medical certificates. The Minister, her director general and her acolytes can sledge the Greens all they like; this issue will not go away until they get the auditors to examine the medical certificates submitted by the elite private schools that are rorting the system. [Time expired.]

The Hon. PENNY SHARPE (Parliamentary Secretary) [5.19 p.m.]: For the month of February I had the great pleasure of hosting an art exhibition in the fountain court space in Parliament House. As members are aware, the fountain court space is given over to groups of artists from around New South Wales. The diversity of the art that is shown here every year strongly reflects the diversity, passion and talent of our community. Roomies @ the House had all these elements. Roomies Artspace is a non-profit community art studio where boarding house residents and artists with mental illness or disabilities are able to attend workshops, work with volunteer mentors and develop as practising artists. Roomies is part of the Newtown Neighbourhood Centre's boarding house project. It started as a series of art workshops in inner west boarding houses in 1996 and 1997, and by 1999 had developed into fortnightly art workshops.

Roomies now has its own space in which artists attend workshops, work on their art or just enjoy some respite. For many of these people there are few other opportunities for artistic expression, let alone funds to buy materials, or opportunities to work with artists as mentors. Roomies provides a space and support to let these artists flourish. It is also a chance for these artists to earn a few extra dollars. But in many ways this project is more than this. When I was thinking about what to say about this exhibition, I came across this quote from one of the Roomies artists:

I now introduce myself as an artist, not a person with a mental illness.

For me, this sums up the transformative power of art, and the transformative power of a project like this. Art is a tool of communication that lets artists tells us all something about their lives and their situations. It allows artists to express themselves—to tell their stories in a way they feel comfortable. Like the Choir of Hard Knocks, another project begun to help marginalised people, Roomies shows that developing the artistic abilities of this otherwise marginalised group is about more than just helping; it is also about producing great art. Roomies is producing artworks featured in collections including this Parliament's own private collection. It has become an award-winning art group. It has previously exhibited in a number of different locations and its annual exhibitions regularly sell out.

The exhibition here at Parliament was the culmination of over 12 months of work by the dedicated staff who work with the artist mentors and Roomies artists. It was also a chance for members of the public, who might have no other contact with this diverse and innovative group, to see the work of 18 talented artists from the Roomies Artspace. For the first time, work by the Roomies' artists was shown alongside their mentors—over 100 artworks, including drawings, paintings, prints, ceramics and textiles—works as diverse as the artists themselves. Each work is an expression of the individual artist and the world they find themselves in.

There was Mark Hood's colourful and compelling representational paintings. There was David Hanson and Clarrice Collien's fibre works that have simplicity and dexterity and are very beautiful and compelling. There was also Violet Minnet's explorations across a number of mediums. Violet likes to draw, she likes to paint and she likes to sew. There was also John Goldsmith's sketches, which cover everything from vehicles to dinosaurs. One of John's drawings now hangs in my office, and it seems that I am not the only person to be taken by John's work. I recently discovered that John's artworks have been popular at every Roomies exhibition.

I first became aware of Roomies when I was a councillor at Marrickville council. The volunteer artists and community members that support this program have helped to develop a welcoming and safe place for people to come and experience art. I know they have also had many laughs and some tears along the way. Having Roomies at Parliament meant that this art was brought to an audience not just of decision-makers and those who work here, but also the school groups and interstate and international visitors that come to visit this country's oldest Parliament. I thank and congratulate the Roomies artists, in particular Clarrice, David, Harry, Janet, Leon, Gail, Violet, Nancy, John, Tony, Bruce, Mark, Sue, Cheryl, Les, Normie and Phyllis, as well as the mentors, volunteers, and staff at Newtown Neighbourhood Centre for inviting me to be part of this event.

I also put on record that a book written by Mark Hood was for sale at the event and I recommend it to members. Mark was one of the artists many will remember. His art was the stark art along the far wall, four or five paintings looking very similar but all slightly different. Mark has suffered from severe schizophrenia all his life. Recently he spent five years telling his story to some health workers as part of the Roomies art project. I have copies of his book. I highly recommend it. It is called, So Why Is Your Boy Tired? I think we could all learn a lot from it.

The Hon. DAVID CLARKE [5.24 p.m.]: When we discuss leading hospital systems around the world you would think that New South Wales, as Australia's biggest State, would be somewhere near the top. You would think that in Australia—a first-world nation—its largest State would have a first-world public health system. Once that used to be the position, but it is not any more. It is no secret that New South Wales public health system has been in terminal decline for some years. This appalling predicament has not come about because of any lessening of commitment by the overstretched health care practitioners who do the best they can with the inadequate resources made available to them. It occurs because the system is deprived of the necessary resources. It occurs because the New South Wales Labor Government has failed to provide the infrastructure so desperately needed, and it occurs because of a State Government whose modus operandi is characterised by incompetence, laziness, absence of direction and lack of planning. A government that cannot provide an adequate public health-care system for its citizens does not deserve to stay in office.

Under the New South Wales Labor Government hardly a week goes by without another scandal or the release of more statistical data confirming that our public health system is in chronic decline. Public health facilities in western Sydney, under the jurisdiction of the Sydney West Area Health Service, are part of that decline. Despite repeated promises by the State Government to reverse the trend, waiting lists for elective surgery in Western Sydney continue to escalate. In the past 12 months the waiting list has blown out by 6.6 per cent and now totals 6,052 patients. The dental waiting list for the Sydney West Area Health Service stands at 24,731, including 6,700 children, making it the second-biggest backlog in the State. Now comes news that the emergency department of Mount Druitt Hospital is threatened with closure despite the fact that 30,000 people attend it yearly. This will mean 30,000 emergency cases being dumped onto already overburdened Blacktown or Nepean hospitals—or even further afield.

Can it get any worse? Yes it can, and it does. Only a few days ago news came through that Westmead and Nepean hospitals had cancelled elective surgery from 20 April to 18 May this year. Maybe the people of western Sydney should cancel their illnesses as well. At Westmead Hospital more than 100 beds, and 10 out of 16 operating suites, have been closed, including the heart surgery ward. No wonder Andrew Pesce, chairman of the hospital's medical staff council, said:

If things continue the way they are going the morale of the place will become so low that doctors and nurses will start leaving.

Things are also grim at Blue Mountains hospital, where the maternity section is, for all intents and purposes, operating on a part-time basis, with expectant mothers being sent down the mountains to Nepean Hospital and, on more than one occasion, the baby having to be delivered on the roadside before arrival at Nepean Hospital. Recently, official statistics have become available that are truly frightening and should set off alarm bells for every resident of western Sydney—for every expectant mother suffering complications; every heart patient; and every parent with children needing emergency medical treatment.

According to official figures for December 2008 covering emergency departments of public hospitals in western Sydney, 10 per cent of people presenting to an emergency department with "an imminently life-threatening condition" were not treated within the 10-minute time frame deemed necessary by Sydney West Area Health Service. We are talking of people who will die of a heart attack or bleed to death if they are not treated within minutes of arrival at an emergency department.

Figures show that 29 per cent of people who presented to an emergency department with a "potentially life-threatening condition" were not treated within the 30-minute prescribed timeframe, and 26 per cent of people with a "potentially serious condition" were not treated within the 60-minute prescribed time frame. It is almost hard to believe that 24 per cent of patients needing to be admitted to the intensive care unit or operating theatre were still waiting after eight hours. How bad do things need to hit before the State Government acts to remedy these life-threatening statistics? How much longer do the people of New South Wales have to wait before the Government provides resources to fix these proliferating problems in our public health system? In all truthfulness, the answer is probably not until 26 March 2011, the day when a Coalition government will be elected in the State of New South Wales. That day is coming, and for most people it cannot come quickly enough.

Reverend the Hon. FRED NILE [5.29 p.m.]: I speak on an important issue dealing with the emissions trading scheme. It appears the scheme has hit a brick wall. Draft legislation has been tabled in Federal Parliament and needs to be passed by 30 June, but three separate parliamentary committees are now examining this issue. The Greens and the Coalition have joined forces to hold a wide-ranging inquiry into the emissions trading scheme, including investigating whether it is the most cost-effective way of reducing greenhouse gas emissions. Also, the Federal Government itself has announced it will request the Senate's economics committee to examine the legislation and, thirdly, there is already a parliamentary committee on fuels and energy investigating the same territory. So, three separate parliamentary investigations are being held into the Federal Government's emissions trading scheme.

All these committees have to investigate and report and allow the legislation to be passed by 30 June. That is the important deadline to give business enough time to be ready by the starting date of 1 July 2010. These three committees, and particularly the Senate committee set up by the Greens and the Coalition, have threatened the whole timetable. The question is how will this affect the Federal area of industry and, particularly for us, how will it affect New South Wales? This is a serious matter. If it is agreed there needs to be an emissions trading scheme, obviously it needs to be thorough, meets the legislative requirements, and is passed by Federal Parliament so it can be implemented. I call on all parties to cooperate to ensure that the emissions trading scheme legislation is passed for the benefit of the people and industries of New South Wales and Australia.

[Time for debate expired.]

Question—That this House do now adjourn—put and resolved in the affirmative.

Motion agreed to.