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Every Child Deserves A Fortunate Life The smiling faces of children who skip along the corridors of primary schools in Melbourne’s western suburbs belie some of the colossal social issues they face growing up in these neighbourhoods, which lie amid one of Australia’s lowest socio-economic regions. Look closely and you see that many of the laughing children, who climb among the play equipment, wear second-hand clothes and old, split shoes. The majority of children who attend these schools live in families that face extreme financial hardship – in many cases; up to 90 per cent of families at most schools receive welfare payments of some sort. One of the country’s peak multicultural melting pots, the western suburbs is also home to thousands of children from more than 40 countries around the world. Many from the Horn of Africa, who have lived in appalling conditions in refugee camps for most of their young lives, are starting their first formal education at the age of 10 or 11 years. Teachers describe these children as “sponges” – they are so eager and so determined to learn they rapidly soak up everything they are taught. Hungry to study, they devour books and constantly ask teachers for additional homework. For children growing up in the western suburbs, the opportunity to embrace the same educational opportunities as their peers in more affluent areas is essential if they are to achieve their full potential. However access to high technology computers - a vital educational tool in the 21st century – is not available to most children at home: it’s simply not financially feasible for the majority of families. The Computer For Every Child project is the opportunity for 400 of these children from lower socioeconomic areas to participate effectively in the information society and to ensure they are active participants at school and at home – regardless of their financial situation. Regular computer and internet access is critical for students in all areas of learning, particularly as they prepare for secondary college –the next phase of their lifelong educational journey.
Touring the classrooms of Sunshine North Primary School is like visiting a mini-United Nations. The smiling children busy at their worktables at this small school in Melbourne’s western suburbs reflect some 40 nationalities from across the globe. Around 65 per cent of the school’s population of 300 students come from non-English speaking backgrounds and many have lived in refugee camps, according to the school’s principal Ken Ryan. Added to that “around 70 per cent of students at the school, known affectionately as `Sunny North,’ live in poverty, where the family’s combined annual income is less than $19,000 per annum, and around one-third of students are being raised in single-parent households,” he said. Despite the second-hand clothes and split shoes worn by many students, the smiles on their faces say it all. “Kids love coming to school here,” says Ken. “It is a safe and happy environment.” These include 45 children known as “SWANS” – Students With Additional Needs – who are challenged with disabilities ranging from intellectual impairments to autism. SWANS numbers enrolled at Sunshine North Primary are three times the State average. “The school’s diverse profile means that we are constantly faced with challenges to try and provide a comprehensive curriculum,” says Ken. “That’s why the Computer For Every Child project is so exciting. It will increase access to technology and form an important part of their learning process.” The school’s Principal and IT co-coordinator Julie Woodford, agrees. “Our school works hard to access as many computers as possible as a learning tool for students. But the majority of students’ families simply can’t afford computers and internet access at home.” “The Computer For Every Child project is an opportunity for kids in our community to access computers with internet access that will make a significant difference to their learning that is not available to them from any other source,” he said. Braybrook Primary School
Braybrook Primary School is situated in Melbourne’s western suburbs. Many of its 107 students come from non-English speaking backgrounds – hailing from countries as diverse as Vietnam, Somalia, The Democratic Republic of Congo, Sudan, Papua New Guinea, China and Thailand “Although some children have experienced very difficult backgrounds, including refugee camps, the school provides a solid set of expectations and consistency for students,” says Acting Principals Julie Allen and Karena Fleming. “With the guidance and support of Braybrook Primary’s committed teachers, children from dozens of different cultures interact in a very positive way that is wonderful to witness. The children love learning and are dedicated to doing their very best.” Clusters of smiling children are seated around the school’s computer room, busy using maths and English programs. The Acting Principals state that “Without doubt computers play an integral part of everyday life in the 21st century, and are an increasingly important learning tool for children,” “For students to participate effectively in the information society and to ensure they are active participants they need access to the latest information – regardless of their socioeconomic situation. And they can do that by having the ability to access communication technologies both at school and at home with the support of the Computer for Every Child project.” St Albans Primary School
Early mornings are busy at St Alban’s Primary School, when children crowd into the hall canteen for breakfast. “Breakfast is a luxury for many of our students,” says Principal Graham Haslam. St Albans runs a range of welfare programs for its 320 students, more than three-quarters of whom live in economic hardship. The Save the Children Fund supports the breakfast program, the Rainbow Program assists refugee children who have been victims of torture, while the State Schools Relief Fund helps out with much-needed school uniforms. “Many children who have recently arrived from war-town countries and refugee camps have only one set of clothes when they start at St Albans Primary,” says Graham. “Something as basic as a school uniform can give these kids a sense of identity and belonging.” For many students, St Albans Primary is their first formal schooling in a childhood scarred by war. “The children are not only hungry to learn, they very much want to be involved in the community,” says Graham. “The Computer For Every Child project can bolster that by creating an important link between schools, families and the community, not to mention giving them the chance to enjoy the same educational opportunities as children from other areas. “Most students don’t have access to computers at home unless they are old 'dinosaurs' which cannot be used for the programs they use at school or the internet. They have no other source to gain regular access to high technology,” adds Graham. “The school uses computers for literacy skills, so the Computer For Every Child project will support literacy and numeracy, and technology expertise will improve overall – which is particularly important for senior students as they prepare for secondary college.” Dinjerra Primary School
Thirty-eight per cent of the 235 students at Dinjerra Primary School are from African countries. A number are refugees who were isolated from their families for long periods of time or lost family members in war-torn countries, says Principal Debra Starpins. “The children’s experiences have triggered a range of issues including lack self-esteem, so they need as much encouragement as we can offer them. But although many have endured such complex and difficult backgrounds, these children are incredibly resilient. And they are so ready to learn. In fact students are jumping out of their skins to learn.” Dinjerra Primary runs a wide curriculum for students including English language programs. “More than 80 per cent of Dinjerra Primary’s students come from non-English speaking backgrounds. Because of this the home/school partnership is often difficult to engage because of a different language being spoken at home,” says Debra. “Computers can help provide a link between school and home and assist enormously in reinforcing English learning programs.” For many families settling into life in Australia, purchasing a computer with internet access is initially not a priority. “Students’ parents are settling into a new culture, learning English themselves, and trying to seek employment - all with very limited resources,” adds Debra. “The ability to access computers through the Computer For Every Child project will mean that Dinjerra Primary students will have the opportunity to access technology at the same level as children in other parts of Victoria. This has the potential to have an incredibly positive impact on students, particularly as they move to secondary school, where there is an increasing focussing on computer technology as part of most curriculum programs.” Sunvale Primary School
The laughing children who run and play in the playground of Sunvale Primary School in Melbourne’s western suburbs hail from around 28 countries around the world. This multicultural melting pot is represented by countries as diverse as Sudan, Vietnam, China, Lebanon, Croatia, Macedonia and Somalia. Although students live in a district that lies within one of Australia’s lowest socioeconomic areas, the smiling faces of the children belie their sometimes difficult backgrounds. “If you feel good about yourself, you will succeed,” says the school’s principal Alan Dash. “It’s important that children believe in themselves, and this is what teachers constantly reinforce at Sunvale Primary. For example, we tell the children they are good at maths. And they are all good at maths.” Dr Christopher Duffy, a psychologist who visits the school every week, agrees. “Although poverty is a big issue in this area, and there are also many young children who have lived in war-torn countries and refugee camps, they have an incredibly high level of resilience. The students are very bright and love to learn.” As bright as they are, low-incomes mean access to high technology at home is not an option for most families, says Alan. “Regular access to the latest hardware and software is critical for students in all areas of learning in the 21st century, particularly as they prepare for secondary college. But while some families may have an old second-hand computer they simply can’t afford the latest technology.” “The support of projects such as Computer For Every Child can assist in ensuring that these wonderful young people have every chance of making a great success of their lives.” Sunshine Primary School
Sunshine PS has been very fortunate to be given the opportunity to participate in the Computers for Every Child pilot project. We have had approximately 15 families who participated in the program. Sunshine Primary School has a strong emphasis on all our students being multiliterate with technologies in the classroom being an integral part of everyday learning. The Computers for Every Child program has allowed families to connect with their child’s learning and strengthen the home-school partnership. They say “the most effective learning occurs when you can teach some-one else”. Many of our students teach their parents about new skills and ways of using technology. By giving families the opportunity to have access to technology and the internet at home, valuable learning opportunities are available for parents and children alike. The Computers for Every Child program has supported our families in making this a reality. Sunshine East Primary School Principal Michael West The grounds of Sunshine East Primary School, dotted with shady gum trees, are wide and spacious. But looks can be deceiving. The school lies in an area which records the lowest average incomes in Victoria. On a daily basis staff assist students - many of whom are recent immigrants from countries such as Vietnam, Sudan, Somalia, Tonga, Ethiopia and China - with the most basic needs such as lunches, medication, doctors’ visits, and purchasing athletics gear and running shoes for students whose families have no hope of providing them, according to principal Michael West. “Many of the school’s 170 students face an array social issues including poverty, single and multiple-parent families, drug abuse and mental illness. School is their haven,” says Michael. “We have very high expectations of our students. The ethos of Sunshine East is to focus on the positives and make no excuses – the only excuse here is not trying hard enough. We work towards self-help and resilience for students, who are constantly encouraged to shine.” The school’s corridors are adorned with bright murals, and smiling children scamper along them on their way to classes. One group is heading to the computer room, where they will send emails to pen pals at their sister school in Essex, England. “Most families don’t have computers at home, so school is the only opportunity for children to gain the technology skills which are so important as they prepare for secondary college,” says Michael. “The focus of the school community is to link homework with computers at home. It is only through programs such as Computer For Every Child that this can become a reality. Students have nothing to lose and everything to gain.” |
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