As noted above, and on the basis of Para West’s example in 2003, the confidence and autonomy of the adult re-entry schools can be expected to develop significantly in their second year of teaching the PAL course.
I think a second year would be a lot more straightforward.
Many of the staff interviewed commented on their declining need for support even within their first year of offering the PAL course, and the mutual support mechanisms already in existence between Para West and the other three schools new to PAL in 2003 will be replicated in 2004. Economies of scale of this sort are expected to achieve the steady expansion of UniSA-PAL without prohibitive resource implications and the PAL Coordinator and Diploma Program Director believes that these expansions can be achieved with very little additional assistance.
During 2003 every one of the schools experienced a growing interest among their staff in teaching the PAL course in 2004.
We have other people in the school who are interested in becoming part of the teaching group….And within the school I would say that the program is now recognised…as part of our curriculum…So this year it’s embedded if you like
It’s welcomed in the College. And lots of people are interested amongst the staff…We definitely [will expand]. Because the interest from staff is huge and they would love to be teaching it.
And interestingly enough, there are other people around who have registered an interest [in teaching the PAL course].