C22 ACT Women's Plan 2010-2015

Strategic outcome
Women and girls equally and fully participate in, and benefit from, the ACT economy.

Strategic outcome
Women and girls equally and fully participate in sustaining their families and communities and enjoy community inclusion and wellbeing.

Strategic outcome
Women and girls equally and
fully participate in planning and sharing an accessible
and sustainable city.

• Responsive education, training and lifelong learning
• Flexible workplaces Economic independence and opportunities
• Leadership and decision making

• Safe and respectful relationships
• Good health and wellbeing
• Safe and accessible housing

• Safe and responsive transport and urban planning
• Sustainable environment

Pathways for women and girls in education and training
The Directorate recognises the importance of ensuring equal access for women and girls to work related training and lifelong learning. The Directorate administered a number of vocational education and training (VET) programs in 2010-11 aimed at providing easily accessible, relevant training.

Under the Australian Apprenticeships program in 2010-11, 19 percent of participants commencing a traditional apprenticeship were women. Of the participants commencing a traineeship 57 percent were women.

Under Australian School- based Apprenticeships (ASBA) in the 2010 school year 46 percent of students commencing an ASBA were girls. In order of popularity, the top six ASBAs undertaken by girls in the period were in the industry areas of Hospitality, Business, Children's Services, Hairdressing, Sport and Recreation, and Retail.

Under the Productivity Places Program (PPP) during 2010-11, 56 percent of job seekers commencing a PPP were women. Of the job seekers completing, or continuing to study towards, a qualification in the reporting period 55 percent were women.

Under the Priorities Places Program (PSP) in 2010-11, 60 percent of participants commencing a PSP were women. Of the participants completing qualifications or statements of attainment during this period 63 percent were women.

Increased opportunities for the advancement of women in the workforce
As at 30 June 2011 women made up 78 percent of the Directorate workforce. As at 30 June 2011, 483 of the 674 school leaders and 66 of 107 senior officers were women.

PPP provides funding for the training of existing workers also to increase productivity. In 2010-11, 46 percent of existing workers commencing a PPP were women. Of the existing workers completing, or continuing to study towards, a qualification in the reporting period, 58 percent were women.

Increased economic leadership decision making opportunities for women and girls
Women are well represented at senior decision-making levels in the Directorate. As at 30 June 2011, three of the Directorate's five senior executives and nine of the 17 executives were women. In the 84 ACT public schools, 57 principals (67%) were women as at 30 June 2011 compared with 54 principals in the 83 schools (65%) at 30 June 2010.

Every ACT public school has a school board with the board chairperson elected by the members of the board. Women comprise 46 percent of ACT public school board chairpersons.

Improved financial equity
The Directorate developed and promoted the 'Facilitating Part Time Work Arrangements - Guidelines for Principals, Managers and Employees' to facilitate part-time work arrangements for women.

Recognition of women's and girls' contributions to the community
The Directorate held a breakfast function on International Women's Day to celebrate the achievements of Directorate's female staff and their contribution to the community. A number of Women of Achievement Awards were presented to staff.

Increased community leadership and decision making opportunities for women and girls
Women have considerable representation in Directorate advisory bodies and actively participate in decision making processes. The two ministerial advisory committees, the Government Schools Education Council (GSEC) and the Non-government Schools Education Council (NGSEC), are chaired by women.

Affordable and accessible gender and culturally sensitive services
Every school has a dedicated pastoral care coordinator for coordinating whole of school pastoral care programs that take a personalised approach to supporting student wellbeing.

The Families and Schools Together program, School Youth Health Nurse program and Disability Support Officers also support student wellbeing.

Each school has an Anti Sexual Harassment Officer. Targeted training was provided for these officers during the reporting period.

A Cultural Competency training program designed to raise awareness and respect for Aboriginal and Torres Strait Islander cultures and the diversity within and the differences between them has commenced.

In 2010, four year 12 and one year 11 female Aboriginal and Torres Strait Islander students were awarded scholarships under the Aspirations Program. In 2011, one female year 11 student from the 2010 program is continuing and an additional four female students have received scholarships. The Aspirations Program provides scholarships of $5,000 per annum to Aboriginal and Torres Strait Islander students in years 11 and 12 who wish to undertake tertiary study.

A Stamp Out Homophobia Conference was held for teachers and students in May 2011. The prevention of harassment of same sex attracted young persons in schools was canvassed. School and whole of Directorate review of anti- homophobia strategies will be undertaken.

Pathways for women experiencing disadvantage, social exclusion and isolation
The Directorate administers and funds programs that provide the best possible means for women to participate actively in community life through schooling, vocational and community education and training.

Addressing violence against women and their children and protection and support for victims The Directorate continues to deliver Respectful Workplace training to employees. The training focuses on creating safe and respectful workplaces and provides information on preventing and managing bullying and harassment in the workplace.

Available opportunities for women and girls in decisions about urban planning, transport and the environment
A number of women were members of the Design Working Groups for Namadgi School and Gungahlin College. The Design Working Groups were comprised of stakeholder and school community representatives and provided input and advice to the Directorate on the design for each school.

Consideration towards women's and girls' safety, security and accessibility when designing, building or retrofitting public facilities
The Directorate assists schools in using security options such as perimeter fencing to provide additional security for students thereby controlling school entry and exit points.

The Directorate continues to work closely with schools and the Australian Federal Police to assess and develop strategies to improve security and safety at school sites.