1
00:00:00,320 --> 00:00:02,040
Speaker 1: It is just on half past nine.

2
00:00:02,080 --> 00:00:04,960
Speaker 2: Now we know that the Northern Territory government has released

3
00:00:04,960 --> 00:00:08,360
Speaker 2: a new ten year strategy for attendance in the territory

4
00:00:08,560 --> 00:00:10,880
Speaker 2: and the plan does aim to boost attendance and also

5
00:00:10,920 --> 00:00:14,520
Speaker 2: includes a review of the current Northern Territory school funding model.

6
00:00:14,800 --> 00:00:17,320
Speaker 2: Now joining me on the line is the Education Minister,

7
00:00:17,520 --> 00:00:19,599
Speaker 2: Lauren Moss. Good morning to your minister.

8
00:00:19,840 --> 00:00:21,920
Speaker 3: Good morning Katie, Good morning to your listeners.

9
00:00:21,960 --> 00:00:25,880
Speaker 2: Now you have announced the new ten year engagement strategy

10
00:00:26,040 --> 00:00:26,720
Speaker 2: this week.

11
00:00:26,880 --> 00:00:28,120
Speaker 1: Why is this needed?

12
00:00:29,680 --> 00:00:29,880
Speaker 2: Oh?

13
00:00:29,920 --> 00:00:34,400
Speaker 3: Look, I think the issues around attendance and engagement across

14
00:00:34,400 --> 00:00:37,639
Speaker 3: the Northern Territory are well known. You know, we do

15
00:00:37,720 --> 00:00:41,640
Speaker 3: have declining attendance, particularly remote, very remote areas of the

16
00:00:41,640 --> 00:00:44,320
Speaker 3: Northern Territory. And you know, I think we all know

17
00:00:44,440 --> 00:00:48,159
Speaker 3: that every single child deserves to be having the very

18
00:00:48,159 --> 00:00:50,960
Speaker 3: best education every day and going to school every day.

19
00:00:51,080 --> 00:00:53,640
Speaker 3: And in order to do that, we really had to

20
00:00:53,680 --> 00:00:56,320
Speaker 3: have an honest conversation about the barriers and what we

21
00:00:56,400 --> 00:00:59,560
Speaker 3: needed to see and change across the system. So I'm

22
00:00:59,560 --> 00:01:01,640
Speaker 3: pretty pre out of the work that the Department's done

23
00:01:02,440 --> 00:01:06,800
Speaker 3: in collaboration and partnership with communities across the Northern Territory.

24
00:01:06,800 --> 00:01:08,119
Speaker 3: On this particular strategy.

25
00:01:08,400 --> 00:01:11,160
Speaker 2: Now I know, as you've touched on their school attendance,

26
00:01:11,280 --> 00:01:13,600
Speaker 2: it is such a big issue. It is something which

27
00:01:13,680 --> 00:01:17,200
Speaker 2: is a concern obviously in remote communities, but also urban areas,

28
00:01:17,959 --> 00:01:19,880
Speaker 2: you know, one which we hear a lot about. I

29
00:01:19,880 --> 00:01:22,240
Speaker 2: guess on this show people getting in contact with us

30
00:01:22,280 --> 00:01:25,120
Speaker 2: saying that there's kids at shopping centers or doing the

31
00:01:25,160 --> 00:01:25,880
Speaker 2: wrong thing.

32
00:01:25,720 --> 00:01:27,560
Speaker 1: When they should be at school.

33
00:01:27,880 --> 00:01:30,759
Speaker 2: What are you hoping that this review into the attendance

34
00:01:31,000 --> 00:01:33,520
Speaker 2: is going to find, because I suppose you already know

35
00:01:33,680 --> 00:01:36,280
Speaker 2: that for some kids they're not turning up and they're

36
00:01:36,280 --> 00:01:37,039
Speaker 2: not engaged.

37
00:01:38,240 --> 00:01:40,759
Speaker 3: Yes, I think the most important thing about the strategy

38
00:01:41,000 --> 00:01:45,160
Speaker 3: is that there will be local implementation plans, so you know,

39
00:01:45,280 --> 00:01:49,640
Speaker 3: for example, it will look different here in Darwin, for example,

40
00:01:49,640 --> 00:01:52,240
Speaker 3: than it might look in a remote community, but the

41
00:01:52,320 --> 00:01:55,640
Speaker 3: foundations will remain the same. So we've we've gone out,

42
00:01:55,720 --> 00:01:59,120
Speaker 3: We've had lots and lots of conversations with people right

43
00:01:59,120 --> 00:02:01,960
Speaker 3: across the Northern Terror and the scenes have been the

44
00:02:02,000 --> 00:02:04,280
Speaker 3: same everywhere. You know, we need to strengthen what we're

45
00:02:04,320 --> 00:02:07,800
Speaker 3: doing around well being and inclusion in our schools. We

46
00:02:07,880 --> 00:02:11,240
Speaker 3: need to strengthen our relationships with families and the community

47
00:02:11,440 --> 00:02:14,519
Speaker 3: and other partners. We need to make sure that we've

48
00:02:14,520 --> 00:02:17,280
Speaker 3: got the right people in the classroom and we're you know,

49
00:02:17,320 --> 00:02:20,079
Speaker 3: supporting teachers properly, and we really need to make sure

50
00:02:20,120 --> 00:02:22,480
Speaker 3: that we're fostering a really strong sense of culture and

51
00:02:22,560 --> 00:02:25,800
Speaker 3: identity amongst all of our students across the Northern Territory.

52
00:02:25,840 --> 00:02:28,639
Speaker 3: So those foundations will remain the same, and I think

53
00:02:28,680 --> 00:02:31,960
Speaker 3: as we shift and build on that across the Northern Territory,

54
00:02:32,600 --> 00:02:35,840
Speaker 3: we will have a more engaging educational experience for our kids.

55
00:02:35,880 --> 00:02:38,519
Speaker 3: But I think the most important thing about the strategy

56
00:02:38,560 --> 00:02:41,600
Speaker 3: for me is twenty six percent of the feedback came

57
00:02:41,680 --> 00:02:44,480
Speaker 3: directly from children and young people, and that includes young

58
00:02:44,520 --> 00:02:48,240
Speaker 3: people in you know, who've experienced education in the detention

59
00:02:49,040 --> 00:02:53,280
Speaker 3: system and young people who have experienced distance education and

60
00:02:53,320 --> 00:02:56,320
Speaker 3: a whole range of other challenges and experiences. And that's

61
00:02:56,840 --> 00:02:59,359
Speaker 3: vital I think to making sure that we're getting this right.

62
00:03:00,200 --> 00:03:02,560
Speaker 2: Was twenty six percent of the kids that have taken

63
00:03:02,600 --> 00:03:04,880
Speaker 2: part in this, I mean, why are some of them

64
00:03:04,919 --> 00:03:07,040
Speaker 2: saying that they're not turning up to school or that

65
00:03:07,120 --> 00:03:08,239
Speaker 2: they're not engaged.

66
00:03:09,360 --> 00:03:12,240
Speaker 3: Well, there's all the reasons that I think we know about,

67
00:03:12,280 --> 00:03:14,560
Speaker 3: and we've talked about a lot in terms of you know,

68
00:03:14,639 --> 00:03:17,080
Speaker 3: housing and family and domestic violence and a whole range

69
00:03:17,080 --> 00:03:18,760
Speaker 3: of other things that might be going on for a

70
00:03:18,800 --> 00:03:22,320
Speaker 3: young person. And you know what, we had some Youth

71
00:03:22,360 --> 00:03:25,200
Speaker 3: round Table members talking about this yesterday and one of

72
00:03:25,200 --> 00:03:28,520
Speaker 3: them was so eloquent about if you've got to meet

73
00:03:28,560 --> 00:03:31,600
Speaker 3: the needs of the young person first before you can

74
00:03:31,639 --> 00:03:34,760
Speaker 3: even start to engage them. And I think that's absolutely right.

75
00:03:35,880 --> 00:03:37,800
Speaker 3: But you know, we heard a lot from young people

76
00:03:37,880 --> 00:03:40,200
Speaker 3: just talking about the fact that they didn't think the

77
00:03:40,640 --> 00:03:43,520
Speaker 3: learning was relevant to them or meaningful for them, And

78
00:03:43,880 --> 00:03:45,520
Speaker 3: I think there is a lot of work to be done.

79
00:03:46,280 --> 00:03:48,200
Speaker 3: That's not just about what we do here in the

80
00:03:48,200 --> 00:03:52,040
Speaker 3: Northern Territory. That's about the Australian curriculum as well, and

81
00:03:52,080 --> 00:03:55,040
Speaker 3: how we make sure that learning is relevant and that

82
00:03:55,240 --> 00:03:58,840
Speaker 3: young people can actually see what the outcomes are for

83
00:03:58,960 --> 00:04:03,160
Speaker 3: them going through the school system, what's actually possible for them.

84
00:04:03,760 --> 00:04:05,960
Speaker 3: So we've got a lot of work to do with

85
00:04:06,080 --> 00:04:11,160
Speaker 3: our partners. Those partners obviously include organizations like CDU and

86
00:04:11,640 --> 00:04:15,520
Speaker 3: Bachelor Institute and others. But I think we're definitely on

87
00:04:15,560 --> 00:04:17,599
Speaker 3: the right path here and we really have to embed

88
00:04:17,680 --> 00:04:21,680
Speaker 3: those voices through the implementation now, because that's the big test,

89
00:04:21,720 --> 00:04:23,200
Speaker 3: that's the biggest bit of work.

90
00:04:24,120 --> 00:04:26,520
Speaker 2: I know that the opposition has said that there were

91
00:04:26,560 --> 00:04:29,919
Speaker 2: only twenty one schools that were consulted as part of this.

92
00:04:30,640 --> 00:04:34,120
Speaker 1: Is that the case and if so, why.

93
00:04:33,800 --> 00:04:37,119
Speaker 3: Look there were Actually I don't have the exact figure

94
00:04:37,160 --> 00:04:40,080
Speaker 3: of schools that were consulted off the top of my head.

95
00:04:40,640 --> 00:04:44,159
Speaker 3: There are around a thousand Territorians who were consulted as

96
00:04:44,200 --> 00:04:47,479
Speaker 3: part of this. There were many many public forums which

97
00:04:47,800 --> 00:04:54,520
Speaker 3: anybody could attend, which were families, lang counsels, other partners, children,

98
00:04:54,640 --> 00:04:58,599
Speaker 3: young people for example, and there was around fifty submissions.

99
00:04:58,640 --> 00:05:03,040
Speaker 3: So actually it's been really significant consultation and it hasn't

100
00:05:03,080 --> 00:05:05,960
Speaker 3: just happened at school level, it's happened at community level

101
00:05:05,960 --> 00:05:10,400
Speaker 3: as well. Yesterday I talked to a large proportion of

102
00:05:10,440 --> 00:05:13,560
Speaker 3: our educational leaders across the Northern Territory and I was

103
00:05:13,600 --> 00:05:17,160
Speaker 3: really pleased with the feedback from principals and school saying

104
00:05:17,200 --> 00:05:18,840
Speaker 3: they can see how they can use this in their

105
00:05:18,880 --> 00:05:19,480
Speaker 3: school Now.

106
00:05:19,480 --> 00:05:22,760
Speaker 2: I know that the government's also commissioned, obviously the review

107
00:05:22,760 --> 00:05:27,039
Speaker 2: of the Northern Territory's effective enrollment funding model, so under

108
00:05:27,080 --> 00:05:30,200
Speaker 2: which that funding is allocated in part based on school

109
00:05:30,200 --> 00:05:34,120
Speaker 2: attendance rather than enrollment. The model has been labeled as

110
00:05:34,200 --> 00:05:37,240
Speaker 2: unfair for remote parts of the Northern Territory by some

111
00:05:37,560 --> 00:05:41,040
Speaker 2: where attendance obviously fluctuates over the year, making it more

112
00:05:41,080 --> 00:05:43,960
Speaker 2: difficult for some of those schools to fund sort of

113
00:05:44,040 --> 00:05:47,480
Speaker 2: re engagement efforts or plan for some of that classroom resourcing.

114
00:05:48,040 --> 00:05:51,320
Speaker 2: But should a school actually be receiving funding if kids

115
00:05:51,480 --> 00:05:52,720
Speaker 2: aren't going to school?

116
00:05:54,200 --> 00:05:58,080
Speaker 3: Look, I think it's a really complex area, as you

117
00:05:58,080 --> 00:06:02,840
Speaker 3: can imagine, Katie. We have an education budget and we

118
00:06:02,880 --> 00:06:05,279
Speaker 3: need to make sure that we'rein that education budget we're

119
00:06:05,600 --> 00:06:10,520
Speaker 3: distributing funding as effectively and fairly as possible for all students,

120
00:06:10,560 --> 00:06:13,280
Speaker 3: and that includes making sure that schools are properly resourced

121
00:06:13,360 --> 00:06:16,600
Speaker 3: to engage kids who might not be engaging, and that

122
00:06:17,240 --> 00:06:20,400
Speaker 3: goes through urban areas as well as remote areas. So

123
00:06:21,120 --> 00:06:23,880
Speaker 3: I have heard that feedback really strongly. There's been a

124
00:06:23,960 --> 00:06:27,239
Speaker 3: number of looks at the funding model. You'd be well aware, Katie,

125
00:06:27,480 --> 00:06:32,080
Speaker 3: the funding model changed quite dramatically in twenty fifteen the

126
00:06:32,360 --> 00:06:35,800
Speaker 3: former CLP government made a big change and went to

127
00:06:35,839 --> 00:06:39,760
Speaker 3: global school budgets. There was a significant amount of money

128
00:06:39,800 --> 00:06:42,960
Speaker 3: actually removed from the system at that time, and there's

129
00:06:43,000 --> 00:06:47,239
Speaker 3: been a lot of energy and work on making changes

130
00:06:47,240 --> 00:06:49,960
Speaker 3: to that model so that we can actually support schools better.

131
00:06:50,960 --> 00:06:53,960
Speaker 3: But we have to take that feedback seriously, Katie, and

132
00:06:54,120 --> 00:06:56,680
Speaker 3: any change we make will have an impact across the system,

133
00:06:56,720 --> 00:06:58,280
Speaker 3: so it has to be done carefully.

134
00:06:58,880 --> 00:07:01,640
Speaker 2: How will you determine a budget if it's not based

135
00:07:01,680 --> 00:07:02,400
Speaker 2: on attendance?

136
00:07:04,000 --> 00:07:07,919
Speaker 3: So the budget at the moment, it is a complex model.

137
00:07:07,960 --> 00:07:10,480
Speaker 3: It's based on attendance and enrollment and a number of

138
00:07:10,560 --> 00:07:14,920
Speaker 3: other factors. And there will be no perfect model if

139
00:07:14,920 --> 00:07:17,679
Speaker 3: you like I think you know, whatever model you choose,

140
00:07:17,680 --> 00:07:21,320
Speaker 3: there will be some that will think that we can

141
00:07:21,360 --> 00:07:24,640
Speaker 3: do things differently. So I can't tell you at this

142
00:07:24,680 --> 00:07:28,080
Speaker 3: point in time, Katie. All I know is obviously support

143
00:07:28,120 --> 00:07:30,280
Speaker 3: the work for us to go away and have a

144
00:07:30,320 --> 00:07:32,880
Speaker 3: look at whether there is a different way that we

145
00:07:32,880 --> 00:07:35,360
Speaker 3: should be distributing funds. But obviously I want to make

146
00:07:35,400 --> 00:07:38,760
Speaker 3: sure that we're not disadvantaging any schools and we're not

147
00:07:38,800 --> 00:07:44,640
Speaker 3: disadvantaging any locations, and hopefully that this strategy will start

148
00:07:44,680 --> 00:07:47,160
Speaker 3: to change the way that we work as a system

149
00:07:47,200 --> 00:07:49,560
Speaker 3: and help address some of those issues along the way.

150
00:07:49,880 --> 00:07:51,560
Speaker 2: Well, well, we do know as well that there was

151
00:07:51,560 --> 00:07:55,280
Speaker 2: the Ikach investigation obviously into the Milling Gimbie School. Was

152
00:07:55,320 --> 00:07:58,800
Speaker 2: that an example of a school having too much autonomy?

153
00:08:00,160 --> 00:08:03,160
Speaker 3: I think that's a really interesting question as well. Again,

154
00:08:03,240 --> 00:08:06,520
Speaker 3: the move to global school budgets that that was one

155
00:08:06,560 --> 00:08:09,880
Speaker 3: of the big benefits that was touted at the time

156
00:08:10,040 --> 00:08:15,239
Speaker 3: was around greater school autonomy. And I think local decision

157
00:08:15,240 --> 00:08:20,560
Speaker 3: making and school and community autonomy are absolutely vital. It's

158
00:08:20,600 --> 00:08:23,160
Speaker 3: also critical in our education system that there is strong

159
00:08:23,200 --> 00:08:29,080
Speaker 3: accountability and also that we're not overburdening schools with things

160
00:08:29,080 --> 00:08:31,080
Speaker 3: that the department should be doing, and that they should

161
00:08:31,080 --> 00:08:33,920
Speaker 3: be absolutely focused on their core job, which is the

162
00:08:34,000 --> 00:08:38,480
Speaker 3: educating kids. Right. So you know, I think that there's

163
00:08:38,480 --> 00:08:41,280
Speaker 3: a balance that has to be struck and I think

164
00:08:41,280 --> 00:08:43,520
Speaker 3: that's always a question for every government's whether or not

165
00:08:43,600 --> 00:08:47,160
Speaker 3: we've got the balance right. But the autonomy is really important.

166
00:08:47,200 --> 00:08:51,160
Speaker 3: Local decision making is really important, but so is accountability, yeah,

167
00:08:51,360 --> 00:08:55,199
Speaker 3: and so is making sure that every single dollar is ending.

168
00:08:55,000 --> 00:08:57,320
Speaker 1: Up where it's supposed to educating kids.

169
00:08:57,400 --> 00:08:59,600
Speaker 3: Yeah, and you know, getting us better outcomes.

170
00:08:59,760 --> 00:09:02,160
Speaker 2: Well, we know that there is also news through today

171
00:09:02,480 --> 00:09:06,400
Speaker 2: The opposition spokesperson for Education, Joe Hersey, is out in

172
00:09:06,440 --> 00:09:10,199
Speaker 2: the paper saying that there's uncertainty for end schools as

173
00:09:10,240 --> 00:09:13,240
Speaker 2: there are reportedly as many as thirty one principles four

174
00:09:13,280 --> 00:09:16,560
Speaker 2: schools across the Northern Territory needed for the beginning.

175
00:09:16,200 --> 00:09:17,560
Speaker 1: Of the school year next year.

176
00:09:18,280 --> 00:09:22,199
Speaker 2: Sixteen jobs for principles are currently being advertised and fifteen

177
00:09:22,600 --> 00:09:25,040
Speaker 2: are forecast to resign by the end of the year.

178
00:09:25,400 --> 00:09:28,720
Speaker 2: How many principles, as the Education minister, how many principles

179
00:09:28,720 --> 00:09:31,000
Speaker 2: are you aware of that we're trying to recruit for

180
00:09:31,080 --> 00:09:32,080
Speaker 2: the start of next year.

181
00:09:33,679 --> 00:09:37,440
Speaker 3: So I do understand the figures that you've just presented

182
00:09:37,480 --> 00:09:40,720
Speaker 3: are correct. I think there's about sixteen being advertised at

183
00:09:40,720 --> 00:09:45,400
Speaker 3: the moment, and there's a further I think it brings

184
00:09:45,400 --> 00:09:48,880
Speaker 3: it up to about thirty positions across the territory that

185
00:09:48,960 --> 00:09:51,000
Speaker 3: will be recruited to by the end of the year.

186
00:09:51,360 --> 00:09:53,839
Speaker 3: I think it's really important to put some context around this.

187
00:09:53,840 --> 00:09:58,280
Speaker 3: This is no different We experience this every year. This

188
00:09:58,320 --> 00:10:02,480
Speaker 3: isn't an abnormal situation and it doesn't mean that the

189
00:10:02,520 --> 00:10:05,280
Speaker 3: principals are leaving communities are leaving the Northern Territory. It

190
00:10:05,320 --> 00:10:09,280
Speaker 3: can be because our principal's retired principle may have been

191
00:10:09,280 --> 00:10:12,320
Speaker 3: promoted into another position. There will be a whole range

192
00:10:12,320 --> 00:10:15,920
Speaker 3: of reasons, and the Department's got onto recruitment early to

193
00:10:16,000 --> 00:10:18,240
Speaker 3: make sure that we are in a strong position in

194
00:10:18,240 --> 00:10:22,240
Speaker 3: twenty twenty two. And quite frankly, you know, I find

195
00:10:22,240 --> 00:10:25,200
Speaker 3: it very surprising that the cop have jumped on that.

196
00:10:26,320 --> 00:10:29,880
Speaker 3: You know that they were a government who ripped money

197
00:10:29,880 --> 00:10:32,280
Speaker 3: out of the system and we actually saw positions lost

198
00:10:32,600 --> 00:10:34,680
Speaker 3: from schools right across the Northern territory.

199
00:10:34,760 --> 00:10:36,920
Speaker 2: Well, and you guys are the government who've put a

200
00:10:36,960 --> 00:10:39,480
Speaker 2: pay freeze in place for those principles.

201
00:10:39,600 --> 00:10:40,920
Speaker 1: Has that had an impact here?

202
00:10:42,280 --> 00:10:46,800
Speaker 3: I have like last year, I certainly haven't had any

203
00:10:46,840 --> 00:10:49,480
Speaker 3: feedback that that's the case at all. This is a

204
00:10:49,559 --> 00:10:53,240
Speaker 3: standard process that we go through every year, and because

205
00:10:53,240 --> 00:10:56,760
Speaker 3: the numbers are not that different from last year at

206
00:10:56,760 --> 00:11:00,520
Speaker 3: this point in time, I'm not concerned. I think, you know,

207
00:11:00,559 --> 00:11:04,360
Speaker 3: we've got a lot of principles in Darwin yesterday and

208
00:11:04,400 --> 00:11:07,319
Speaker 3: today for the Leader's Summit. They're getting ready for twenty

209
00:11:07,360 --> 00:11:12,240
Speaker 3: twenty two. There's really long term established principles and some

210
00:11:12,400 --> 00:11:16,400
Speaker 3: amazing new principles coming through and I'm actually really excited

211
00:11:16,440 --> 00:11:18,920
Speaker 3: about the future of our education system and the passion

212
00:11:18,920 --> 00:11:21,600
Speaker 3: that they have. So I think next year will be

213
00:11:21,600 --> 00:11:22,360
Speaker 3: good Minister.

214
00:11:22,480 --> 00:11:25,240
Speaker 2: Are there any worries at this point in time some

215
00:11:25,320 --> 00:11:28,280
Speaker 2: teachers who are maybe from other states and would usually

216
00:11:28,280 --> 00:11:31,160
Speaker 2: go home over Christmas, that they may not be able

217
00:11:31,200 --> 00:11:33,360
Speaker 2: to come back, or they may choose not to come

218
00:11:33,400 --> 00:11:37,640
Speaker 2: back due to that lack of clarity around borders and quarantine.

219
00:11:37,679 --> 00:11:41,160
Speaker 2: We now know, obviously that Queensland is moving towards allowing

220
00:11:41,160 --> 00:11:44,240
Speaker 2: people to just have a rapid antigen test and quarantine

221
00:11:44,240 --> 00:11:47,720
Speaker 2: for seventy two hours. That's coming into place in December,

222
00:11:48,040 --> 00:11:51,840
Speaker 2: but we're still facing two weeks of quarantine hopefully from home.

223
00:11:52,400 --> 00:11:54,160
Speaker 2: Is this going to have an impact?

224
00:11:55,000 --> 00:11:59,000
Speaker 3: I think it's really good that we've got that roadmap now,

225
00:11:59,080 --> 00:12:01,439
Speaker 3: and obviously we were one of the first jurisdictions being

226
00:12:01,520 --> 00:12:04,240
Speaker 3: very clear about that making sure that we're providing certainty

227
00:12:04,240 --> 00:12:07,600
Speaker 3: to people, particularly as we come into that Christmas period

228
00:12:08,559 --> 00:12:11,440
Speaker 3: as we did last year. We'll continue to monitor the situation.

229
00:12:11,600 --> 00:12:16,000
Speaker 3: We have really good uptake by teachers of our travel register,

230
00:12:16,080 --> 00:12:19,520
Speaker 3: which is voluntary, so that we you know, if there

231
00:12:19,559 --> 00:12:24,319
Speaker 3: are issues and other jurisdictions we know where we need

232
00:12:24,360 --> 00:12:26,760
Speaker 3: to might need to support teachers in terms of their

233
00:12:26,760 --> 00:12:30,840
Speaker 3: return and look you, I will continue to work with

234
00:12:31,240 --> 00:12:33,240
Speaker 3: the Chief Health officer, as we have done all the

235
00:12:33,240 --> 00:12:36,080
Speaker 3: way along around any challenges that we come up with

236
00:12:36,679 --> 00:12:38,480
Speaker 3: along the way. But I think we've got a really

237
00:12:38,480 --> 00:12:44,040
Speaker 3: clear roadmap. This is you know, people feel really fortunate

238
00:12:44,080 --> 00:12:48,400
Speaker 3: to have been here, and the collective response to COVID

239
00:12:48,400 --> 00:12:51,400
Speaker 3: has been so strong, and I think, you know, people

240
00:12:51,400 --> 00:12:52,959
Speaker 3: are feeling really fortunate to be in.

241
00:12:53,559 --> 00:12:54,920
Speaker 1: Look, I think they are as well.

242
00:12:54,960 --> 00:12:57,040
Speaker 2: But I think that we're also facing that bit of

243
00:12:57,040 --> 00:12:59,480
Speaker 2: a situation right now where with a lot of territory

244
00:12:59,520 --> 00:13:02,840
Speaker 2: and regularly if your family lives into state where they're

245
00:13:02,880 --> 00:13:04,840
Speaker 2: wondering whether they are going to be able to go

246
00:13:04,880 --> 00:13:08,440
Speaker 2: home to see family at Christmas time due to the

247
00:13:08,480 --> 00:13:10,920
Speaker 2: fact that the other states are going to be opening up,

248
00:13:11,160 --> 00:13:13,800
Speaker 2: and we at this point, you know, the roadmap is

249
00:13:13,840 --> 00:13:15,960
Speaker 2: that we may be able to quarantine from home for

250
00:13:16,000 --> 00:13:18,400
Speaker 2: two weeks. But that's a very different roadmap to what's

251
00:13:18,400 --> 00:13:19,760
Speaker 2: happening in other locations.

252
00:13:21,000 --> 00:13:24,000
Speaker 3: It is, but we will continue to make the very

253
00:13:24,000 --> 00:13:26,960
Speaker 3: best decisions we think we can do and that we

254
00:13:27,000 --> 00:13:30,160
Speaker 3: need to make within our context, and obviously our context

255
00:13:30,480 --> 00:13:33,599
Speaker 3: is very different to the context of many other jurisdictions.

256
00:13:33,600 --> 00:13:36,400
Speaker 3: So we will continue to do that and I think

257
00:13:36,520 --> 00:13:41,720
Speaker 3: largely people have been supportive of that approach and you know,

258
00:13:41,800 --> 00:13:44,080
Speaker 3: will continue to support teachers. We know it's been tough.

259
00:13:44,160 --> 00:13:47,960
Speaker 3: It's been a really really tough eighteen months for lots

260
00:13:47,960 --> 00:13:52,040
Speaker 3: of Territorians who you know are wondering about visiting family

261
00:13:52,080 --> 00:13:56,200
Speaker 3: interstate and we'll just will continue to work through that.

262
00:13:56,360 --> 00:13:58,560
Speaker 3: But you know, this is the roadmap, and this is

263
00:13:58,559 --> 00:14:01,439
Speaker 3: about providing certain to people about what will be in

264
00:14:01,480 --> 00:14:03,880
Speaker 3: place in the territory and I totally support that.

265
00:14:04,360 --> 00:14:06,480
Speaker 2: Education Minister Lauren Moss, we are going to have to

266
00:14:06,559 --> 00:14:08,240
Speaker 2: leave it there. Thank you for your time today

267
00:14:08,440 --> 00:14:09,680
Speaker 3: Thank you very much for having me