Julia Gillard (Lalor, Australian Labor Party, Deputy Prime Minister) Share this | Hansard source

I thank the member for Cunningham for her question. I know that she would be very delighted that jobs in her local economy are being supported through the economic stimulus plan. There are over 1,133 projects in her electorate, and 87 of these projects are at 61 of her local schools under the Building the Education Revolution program. This contribution in Cunningham is part of the biggest school modernisation program the nation has ever seen. Over the next 12 months there will be 23,000 projects in about 9,500 schools around the country—a huge national effort to support jobs today whilst we build the infrastructure we need for tomorrow.

Mr Speaker, you and others in the House may have seen some recent publicity about the guidelines for the Building the Education Revolution and some claims relating to expenditure in particular schools. Can I make this position very clear for the House: the guidelines for the Building the Education Revolution are clear; they are available publicly on the website; and they have certainly been absorbed by school communities who want to benefit their schools under this program. In particular, the Building the Education Revolution guidelines have required that, wherever it is possible, local tradespeople are engaged for the work. Preference must also be given to businesses that have demonstrated a commitment to adding or retaining trainees and apprentices. The guidelines also state that, wherever possible, new buildings and refurbishments should incorporate sustainable building principles and be designed to maximise energy efficiency. The guidelines are also clear that, for planned amalgamations, the indicative funding allocation for the school to be merged can be combined and used for capital or refurbishments in the new school. We are working cooperatively with state and territory authorities and with the independent and Catholic school systems to deliver this huge modernisation program.

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