The Independent Voice
May 2009
Journal of the Queensland Independent Education Union
May 2009
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Volume 9 Number 3
Northern Territory celebrates May Day page 4
ABOVE: QIEU and QTU join together in support of professional rates of pay for Queensland teachers at the recent Labour Day march. To view additional photos of workplaces taking part in support of QTU’s action, please visit the QIEU website at www.qieu.asn.au
Shalom Christian College win celebrated page 6
QIEU and QTU campaign for professional rates of pay QIEU’s united campaign with our Queensland Teachers’ Union colleagues for professional rates of pay shares a common goal of ensuring that Queensland teachers do not remain amongst the lowest paid in the country. Employees in the non-government sector sent a strong message on 18 May with workplace meetings in 550 Queensland non-government schools to draw attention to the public sector teachers’ strike in support of professional rates of pay.
Paid maternity leave delegations page 10
QIEU members in these workplace meetings endorsed motions of support for their state school colleagues, congratulating them on their determination to take industrial action in the face of an
inadequate wage offer from the state government and committing to ongoing support for Queensland’s teachers. Although teachers in nongovernment schools could not take industrial action in these circumstances, they too are committeed to securing the best quality teaching and learning environments for Queensland students in the future. Teachers in both non-government and state schools share a common goal of providing high quality education. High quality education relies on having high quality teachers; and professional rates of pay are urgently needed to continue to attract and retain these teachers to the profession. Without an adequate
commitment by the government to guarantee professional rates of pay, Queensland teachers will continue to face the long term prospect of being amongst the lowest paid teachers in the country. Remuneration levels need to be restored to more appropriate interstate comparison levels to recognise the crucial role of quality educators. Failure to win comparable rates with interstate wage outcomes would institutionalise Queensland as the low wage state for the next decade. With the government so far failing to listen to its state school teachers to adequately ensure appropriate wages, there are significant implications for negotiations in the non-government education sector.
While it is in the employer’s interest to achieve professional rates of pay in current negotiations, to attract and retain quality staff, the employers in the non-government sector are clearly reluctant to go ahead of rates in the government sector. Teachers in non-government schools, however, will not be tolerant of either intractable state sector negotiations nor of employers in the non-government sector hiding behind those negotiations to deny interstate benchmark rates. There is now a strong collective voice of Queensland teachers across both government and nongovernment schools and that voice will be heard.
Our Profession - 90 Years Union Strong
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The Independent Voice
May 2009
CONTACTS The Independent Voice is the official publication of the Queensland Independent Education Union (QIEU) www.qieu.asn.au ISSN 1446-1919 QIEU Brisbane Office PH: 07 3839 7020 346 Turbot Street, Spring Hill Q 4000 PO Box 418 Fortitude Valley Q 4006 QIEU Townsville Office PH: 07 4772 6277 Level 1, 316 Sturt St Townsville Q 4810 PO Box 5783 Townsville West Q 4810 QIEU Bundaberg Office PH: 07 4132 8455 44 Maryborough St Bundaberg Q 4670 PO Box 1227 Bundaberg Q 4670 IEUA-QNT Darwin Office PH: 08 8981 1924 FAX: 08 8981 1935 38 Wood Street Darwin NT 0801 GPO Box 4166 Darwin NT 0801 Editorial/ Advertising enquiries to Fiona Richardson: Telephone: 07 3839 7020 Toll Free: 1800 177 937 Fax: 07 3839 7021 Email: frichardson@qieu.asn.au Editor Mr Terry Burke QIEU General Secretary Publications Officer/ Journalist Fiona Richardson Printing: Rural Press (07) 3826 8200 Disclaimer: Advertising is carried in The Independent Voice in order to minimise costs to members and is paid at commercial rates. Such advertising does not in any way reflect endorsement or otherwise of the advertised products and/or services by QIEU. Copyright All articles remain the copyright of QIEU. Permission must be obtained before reprinting. ABN: 45 620 218 712
REMINDER QIEU members are reminded that if you have recently changed your address you need to inform QIEU! To change your details log on to the QIEU website at www.qieu.asn.au Alternatively, call the QIEU office on (07) 38397020 or FREECALL 1800 177 937
President’s Report
Celebrating Labour Day The recent celebration of Labour Day was a wonderful experience, a day that held significance to our current campaigns and also one that enabled us to continue to celebrate our own union’s 90th birthday on a day steeped with so much history. Labour Day, ‘May Day’ or originally ‘Eight Hour Day’ has been celebrated in Queensland for over 140 years, with the first ‘Eight Hour Day’ being celebrated in March 1865 to recognise the success of stonemasons achieving the right for an eight hour working day. The change to May first occurred in Barcaldine in 1891 during the pastoral strikes and later in Brisbane in 1893. In 1901 the day of the march was changed to the first Monday in May when it became a public holiday, and in 1912 the day became known as Labour Day to more broadly recognise the breadth of issues that unions were campaigning for and this change also acknowledged the success of many unions in attaining the eight
hour day for their members. There were two strong themes that permeated the march this year, and that was of the broader union movement campaign for a universal paid family leave and the more specific campaign by the Queensland Teachers’ Union (QTU) and our own union, for a professional rate of pay for teachers that is commensurate with the benchmark of our interstate colleagues. As I write this article the federal government has just announced that it will fund an 18 week paid family leave for the primary care giver. The government did not just do this out of their concern for working families, but because of a concerted effort by many workers to pressure them to address this significant issue, to support families in raising and caring for their new born child. However, the state government has
not responded positively to QTU’s campaign, with the government’s offer of that of the core public sector offer of 4.5%, 4% and 4%. This wage offer does not address the significant gap in pay that Queensland teachers currently receive. To accept this offer will consign Queensland teachers to being the lowest paid teachers in the mainland. Members have previously endorsed a joint campaign with the QTU and recently both unions took the historical step in taking out joint advertisements promoting this campaign. Although we cannot be out there, side by side with our state colleagues, we can demonstrate our support through many other forms of action such as attending the meetings being held across the state. It is appropriate that QIEU members campaign and support our state colleagues in their fight for professional rates of pay. The
success of our state colleague’s campaign has a direct impact on the funding for the independent sector by the state government and, however, even more significantly most non-government employers will not concede to wage rises above the Queensland state sector benchmark however large the gap is with our interstate colleagues. This campaign is not only a campaign for professional pay but one that is crucial for the status of our profession and the future of education in all Queensland schools, state and independent. I look forward to marching next Labour Day to celebrate another successful campaign. Andrew Elphinstone QIEU President
General Secretary’s Report United campaign for professional rates of pay Speaking to the Brisbane rally of QTU members on their day of strike action (see photo, right), I was able to bring them our members’ congratulations on their determination to take that industrial action in the face of an inadequate wage offer from the Queensland government. As I further remarked in my address, the fight for professional rates of pay for Queensland teachers is a united campaign across the government and non-government sectors. We are united as two union memberships in the view that we cannot institutionalise for the next decade a situation where Queensland teachers are amongst the lowest paid in the country. The story (page 3) starkly illustrates the comparison of Queensland teacher rates under the Queensland government core offer in relation to the salary rates achieved interstate. The most arresting insight is that the invidious comparison would not only characterise the next two and more years but that with interstate agreements expiring during that period, further increases would extend the disparity of wage rates. No matter how minor those increases achieved in interstate replacement agreements the fact of any increase will draw interstate rates even further ahead of Queensland rates if
the Queensland government’s wage offer was in place. There are, of course, critics who question the appropriateness of any increase in the current economic climate. While it’s never ‘the right time’ for a wage increase for some in the community the reality is that these wage rates are essential as we face a challenging economic future. Achieving these wage increases is a professional issue as much as an industrial issue. Queensland cannot afford a situation where it fails to attract quality graduates into the profession of teaching. Nor can we afford to lose the contribution of experienced teachers. Unless wage rates in Queensland properly reflect professional rates of pay then we cannot expect to attract and retain the people we need in our schools.
from staff in return.) Thus we in the nongovernment sector have a vested interest in supporting the QTU campaign. While there are laws prohibiting direct industrial action in support of a third party there is still much we can do in support of our QTU colleagues. Our statewide action on the day preceding the QTU strike day with coordinated Chapter meetings across the state did not go unnoticed in the media and the broader community and was much appreciated by QTU members as a visible sign of our support.
QIEU members will understand the essential leadership provided by QTU members in achieving benchmark wage rates for Queensland teachers.
QIEU members have endorsed continued support for the joint QTU/QIEU professional rates of pay campaign and we shall take every opportunity to provide that support.
Employing authorities in the nongovernment sector persistently maintain their wage position in relation to public sector rates. (The less than half dozen employers in Queensland non-government schools who do pay more only extend their ‘generosity’ by a few percent and typically exact additional commitments
For the moment, our employers may take some comfort that the focus is on the Queensland government and its wage position. However, the QIEU member campaign is not fundamentally about achieving public sector parity – important though that is. Rather our campaign is at core about achieving professional rates of pay
for Queensland teachers. That is the campaign we share with our QTU colleagues and at a point our employers will be called upon to realise those professional rates of pay in the non-government sector no matter the situation in Queensland government schools. At that point and in those circumstances we may well have an industrial campaign that we share with our state sector colleagues as we each quite legitimately pursue wage outcomes in our respective sectors in a two-pronged joint campaign for professional rates of pay for Queensland teachers. Kind regards, Terry Burke tburke@qieu.asn.au
The Independent Voice
May 2009
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Professional rates of pay essential Queensland cannot afford to institutionalise low teacher wage rates.
($6,954 per annum more), Victoria $81,806 ($4,000) and Western Australia $84,863 ($7,057).
Wage settlements in Victoria, Western Australia, New South Wales and the Northern Territory have achieved comparable teacher salary rates which have effectively set a national benchmark.
While the dollar values clearly differ there are comparative deficiencies for graduate teachers at the other end of the scale.
The current Queensland government wage offer if applied would consign Queensland teachers to significantly lower salary rates in the near term and establish an even lower base to catch up with other states as they go ahead in subsequent agreements. In the interests of absolute transparency the table (right) compares teachers in their ninth year of experience only. While additional steps are typically available to such teachers (including Queensland) the inclusion of these steps invites a set of disingenuous caveats in an attempt to fudge the reality. That reality is stark. On the basis of the current Queensland government offer in 2011 a Queensland teacher with nine years experience would be paid $77,806. In comparison, a similarly experienced teacher in New South Wales will be receiving $84,760
The current Queensland g o v e r n m e n t o ff e r would be an intolerable outcome in light of these comparisons. Members of the QTU are rightly offended by the offer and clearly determined in their rejection of the current government offer. QIEU members working in the nongovernment sector clearly share the predicament with the QTU members given the significance our employers attach to public sector outcomes in determining their wage position. For the moment nongovernment sector employing authorities can adopt a wait and see approach. Interim increases are appreciated and
Catholic interim wage offer first steps for professional rates of pay Catholic employers are to be commended in taking the first step towards professional rates of pay with an interim payment increase of 4.5 per cent to employees. However, the employers’ commitment to parity of public sector outcomes and guarantees to meet benchmark rates of pay achieved interstate is still missing. Employees in Catholic schools continue to endorse a claim for professional rates of pay and maintain that a commitment from employing authorities for comparable pay outcomes with public sector wages is needed. It is in the employer’s interest to achieve professional rates of pay, which in hand will go to attracting and retaining quality staff with quality wages and conditions. The payment of 4.5 per cent or $34 per week, whichever is greater, is consistent with the public sector core offer. The Queensland Teachers’ Union (QTU) claim clearly goes beyond this basic public sector position and seeks wage outcomes consistent with interstate benchmarks. Achieving professional rates of pay in the Catholic sector can only be achieved by supporting our public sector colleagues to achieve rates of pay consistent with these benchmarks. Catholic employee representatives will continue to pursue the commitment of public sector outcomes at negotiations.
commitments to public sector parity can be acknowledged. However, teachers in the nongovernment sector are not going to be satisfied with anything less
than professional rates of pay at least consistent with interstate benchmarks. For the moment the Queensland government is the focus of attention
on teacher wage rates but inevitably employees in non-government schools will turn the spotlight on their employer and look for a commitment to professional rates of pay.
Comparative wages chart
State Public Sector
Current Agreement Ends
QLD offer
Not determined
Teachers four years trained
2009
2010
2011
4.5%
4%
4%
in 9th year
71,936
74,813
77,806
N.S.W.
31 Dec 2011
in 9th year
78,667
81,657
84,760
Vic
31 Dec 2011
in 9th year
77,546
79,648
81,806
N.T.
31 Aug 2010
In 7th Year*
76,351
78,500
To be negotiated
8th Year introduced in 2010
80,480
To be negotiated
Sept 2008
Oct 2009
Feb 2010
Oct 2010
73,280
76,944
78,521
81,661
(in 7th year)
(in 7th year)
(in 8th year)
(in 8th year)
W.A.
7 July 2011
State
Over the course of the agreement the number of incremental pay rungs is increased from 7 to 9.
84,863 (in the 9th year)
* Note: The comparison is made only for teachers in ninth year of experience to allow for transparent comparison. Additional steps are typically available beyond the ninth year with various hard/soft barriers
Masters’ recommendations disguise real issues in education Professor Geoff Masters’ report, A Shared Challenge: Improving Literacy, Numeracy and Science Learning in Queensland Primary Schools, does little to address the real issue of resourcing of schools and is instead a knee-jerk political reaction to the publication of last year’s National Assessment of Literacy and Numeracy (NAPLAN) results. Professor Masters recommends that as a condition of registration for primary school teachers they must show their proficiency through test performances in literacy, numeracy and science. The idea of teachers sitting maths exams to allow them to teach questions the validity of pre-service university teaching courses and is an affront to the obvious professional abilities of teachers. The Masters’ report misses the real issue. It is very rare that a teacher does not know where each of their students are at regarding their literacy and numeracy standards. What teachers actually need are specialist resources to assist those students who are struggling. Provision of adequate resourcing to support beginning teachers is a far more important issue than a test.
Of Professor Masters’ five recommendations outlined in the report, they are all problematic. Master’s second recommendation of high quality professional learning is essential; however, it will come to very little if adequate time and sufficient resourcing is not made available to ensure the smooth implementation of teacher learning. Time within working hours must be allocated for collegial discussion and planning. Recommendation three supports the introduction of a number of specialist literacy, numeracy and science teachers to schools who most need this support which is clearly not contentious in itself; however, the provision of specialists without the provision of adequate release time to access them and then thoughtfully implement their ideas will not result in the desired outcomes. The fourth recommendation that standard science testing be introduced in Years 4, 6, 8 and 10 to identify students who are not meeting expectations falls well short of the mark. It appears that standardised testing is the cure, rather than addressing the critical issues of resourcing: time; class size; equipment; and appropriate classrooms
in which science work can be safely undertaken. The final recommendation that the Queensland government initiates research to inform development of a new program of professional learning for primary school leaders focused on effective strategies for driving improvement in literacy, numeracy and science, is welcome. A significant omission from the report is a targeted response to the needs of Aboriginal and Torres Straight Islander students and students in low SES, rural or remote communities. These students have been shown to have suffered educational disadvantage for years and yet the report makes no specific recommendation as to how to address their very serious needs. One thing is certain; all the good intentions of those who commissioned the report and those who produced it will come to naught if there is not sufficient resourcing to ensure professional rates of pay to attract and retain the best education workers, and resourcing of the highest quality for all schools. View the Masters’ Report at http:// education.qld.gov.au/mastersreview/
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The Independent Voice
May 2009
Northern Territory News May Day celebrated in Top End IEUA-QNT Branch members and their families celebrated May Day in Darwin, uniting with various unions throughout the Northern Territory to acknowledge their role in the achievements they have accomplished to ensure better working conditions. Following in the strength and success of our union in recent collective bargaining negotiations, a committed and strong presence by IEUA-QNT members was made at the May Day celebrations. Hundreds of unionists rallied together to march through the streets, with IEUA-QNT members proudly displaying the banner and wearing union shirts. IEUA-QNT Organiser Andrea MacDonald said all members who participated enjoyed marching under the union banner. The march began at the Unions NT office and concluded at the Esplanade with a family fun day.
ABOVE: IEUA-QNT members and their families take part in May Day
Terry Cullen St Mary’s Primary School rep “May Day celebrations are important because they acknowledge workers historical battles for reasonable pay and working conditions, and this certainly needs to be celebrated!” “In the present industrial climate in Australia where Australians are working longer hours and working much harder than at any other time in the last 20 years or
so, there is even a greater need to mark May Day as a day of relevance and significance.”
ABOVE: IEUA-QNT members and their families march in Darwin
Education core to 30 year government plan The recognition of the nature of education is crucial for Northern Territory prosperity and is a positive acknowledgment to the Territory government’s proposed 30 year strategy plan.
to address the educational challenges and needs of the Territory.
The Territory 2030 – Fresh Ideas Real Results draft has recognised that the fundamental core of the strategy is access to quality education for all Territorians.
1. Meet or exceed the national standards for education and training; 2. Promote life-long participation in education; and 3. Develop a world-class education system.
The 2030 strategy aims to improve literacy and numeracy outcomes for all students, regardless of cultural background. As part of the plan Indigenous education will be a priority to the government, so that these students have the same opportunities as non-Indigenous students. The fact that Indigenous studies is mandated as part of the Northern Territory Curriculum Framework is an encouraging acknowledgment of this. A proposed development of an Institute for Education and Childhood Development is also welcome as a genuine commitment by the government
The draft strategy has adopted prime objectives for education in the Territory, and include:
The key goals to exceeding national standards of education and training include: halving the gap in literacy and numeracy achievement between Indigenous and non-Indigenous students by 2020 and halving this again in 2030; ensuring all students meet national achievement rates in literacy and numeracy and demonstrate achievement in Indigenous Studies as part of the NT Curriculum Framework; and increasing the proportion of students completing Year 12 or equivalent to at least national levels by 2020. The aim to make life-long learning the ‘norm’ in the Territory will see: increasing participation by
young people in pre-school; that all school-age children are enrolled and attending school; and increase of the proportion of higher education students and those participating in adult education, professional development and community programs. Equipping Territory institutions and teachers to deliver the best education the world has to offer will ensure that: students can access high quality education in their preferred area of study; the education workforce reflects the culture profile of the student population; a highly skilled and stable education workforce with as many teachers sourced from the Territory; the Territory is the world leader in providing education in remote settings; and a sophisticated funding model for schools based on enrolment and need. Having a commitment to life-long learning, allowing people to reach their full potential and establishing a reform in the Territory’s education system is vital. Territorians can comment on the draft at www.territory2030.nt.gov. au
The release of the final Territory 2030 Strategy is scheduled for July 2009, with a major review of the plan in July 2015. RIGHT: Education is the core of ‘The Territory 2030 – Fresh Ideas Real Results’ strategy plan for the Northern Territory.
Teacher registration fee increase The Teacher Registration Board of the Northern Territory has introduced a new fee structure for the payment of registration fees. As of 31 March 2009, the annual teacher registration fee for teachers in the Northern Territory has increased from $60 to $75. Currently registered teachers or teachers currently employed under authorisation will not pay the fee increase until their registration renewal falls due. Applicants who apply for registration after 31 March are subjected to the new fee structures, which includes initial registration fees for: • new applicants who are Charles
Darwin University (CDU) or Batchelor Institute of Indigenous Tertiary Education (BIITE) graduates $75; • new applicants under the Mutual Recognition principle $105; • for all other new applicants $115. The annual registration renewal fee is $75, with the annual authorisation repeat fee $75. This is the first increase in teacher registration fees since 2004, with the new fee set until March 2012. New application forms have also been developed, and are available on the website. For more information, visit the TRB website www.trb.nt.gov.au
The Independent Voice
May 2009
Lutheran collective action sees employer
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‘time grab’ removed from negotiations
Second cash injection for QLD schools
Collective member action in Lutheran schools in the form of meetings, uncompromising resolutions and demonstrations of collective resolve has persuaded the employer to remove the ‘time grab’ element from collective bargaining negotiations.
Catholic and independent primary schools in Queensland will benefit from another cash injection by the federal government to improve infrastructure, sharing in $650 million with other schools throughout the state.
The ‘time grab’ for employee vacation time was neither welcomed nor considered acceptable to Lutheran school employees as the employer continued to threaten a substantial realignment of the school year.
Funding will be provided to 78 Catholic and independent primary schools to build or upgrade large-scale infrastructure such as libraries, multi-purpose halls and classrooms under round one of Primary Schools for the 21st Century (P21).
The employer’s original proposal deemed that student vacations were essentially stand down times except for a period of four weeks annual leave in school vacations. QIEU commends the employer for finally listening to their employees concerns. Teachers in Lutheran schools will retain their entitlement of a minimum of 11 weeks when the employer cannot direct them, and thus cannot be called upon for professional duties during these weeks of the school vacation time. The success of employee collective action in various schools in persuading the employer that the ‘time grab’ should be withdrawn has shown a powerful message of the strength of the collective. Now that the ‘time grab’ issue has been addressed, the provisions in the employee log of claims can be progressed in negotiations.
ABOVE: Collective member action in Lutheran schools, including support from Grace Lutheran College Chapter, has persuaded the employer to remove the ‘time grab’ element from current collective bargaining negotiations
Employees are hopeful that such matters as support for graduate teachers, improved access to professional development, improved school officer conditions and redundancy provisions in the employee log of claims will be favourably met by Lutheran employers.
with non-education award Concerned early childhood education employees have sent signed petitions to the Australian Industrial Relations Commission (AIRC) calling for the protection of the profession and assurance that employees are covered by an education award. The AIRC are currently reviewing awards in the education sector; however, there is a risk that wages and conditions of employment could be based on an industry other than education. This could be the case as the Australian Community Services Employers Association (ACSEA) have argued to the AIRC that employees in early childhood education should not be covered by an education award, but instead should be part of the ‘health and welfare services’ industry. This could mean that the
‘Building the Education Revolution’ is a key element of the Rudd Government’s $42 billion ‘Nation Building – Economic Stimulus Plan’ to support jobs, stimulate local economies and invest in important infrastructure such as schools, for the long-term. To view a full list of planned projects visit buildingtheeducationrevolution. gov.au or economicstimulusplan. gov.au
QIEU and its Lutheran members will continue to act collectively in current negotiations to ensure existing conditions are protected and that real enhancements in wages and working conditions are achieved in Lutheran schools. ABOVE: Good News Lutheran Primary School Chapter
Early Childhood sector threatened
classification structure and patterns of employment that already apply in the sector may be lost. If wages and conditions are adversely affected, this may disadvantage employees in the sector and negatively impact on the education provided to young children. Community kindergartens exist to provide an educational program for young children. The submissions by ACSEA are directly inconsistent with the very reason for the existence of the employers they claim to represent. The petition signed by those in the early childhood education sector calls on the AIRC to listen to their views and ensure the base award is an education award.
The P21 program totals $12.4 billion and is one of three elements of the Rudd Government’s $14.7 billion ‘Building the Education Revolution’. In round one of P21, almost $97 million or 15 per cent of the total funding package, will be spent on Catholic schools and $63 million (10 per cent) to independent schools. Just over $490 million or 75 per cent of funding will go to Queensland government schools.
Christian school staff paid more under collective agreements Employees in Christian schools who collectively bargain for a union assisted collective agreement are more likely to be paid more and have better work conditions than those who rely on an award.
an example, the difference in wage outcomes between schools paying award rates as opposed to the most recent collective bargaining rates are obvious (see table below).
teacher at the top of the pay scale would earn $184,490 more over the same decade if they worked at this school. Hillcrest Christian College, together with other Christian colleges such as Bundaberg, Calvary, Emmanuel and Westside, are to be commended for paying staff comparative wages rates and working together with QIEU on collective agreements.
A first year teacher in an award A comparison of wage rates payable paying school as opposed to across the Christian schools sector the Hillcrest Christian College shows a wide range of salaries. Certified Agreement 2005, would While a majority pay award earn $145,894 less over a ten rates, a significant number of year period on current figures. A Christian schools pay above the award as Teacher's Award Hillcrest Christian a result of collective Non-Governmental College Certified Difference bargaining. Classification Schools 2003 Agreement 2005 as as Per Annum as at 1/8/2008 at 1/4/2008 Hillcrest Christian College is one such school who are paying staff at rates approaching, or equal to, that received by colleagues in the broader education sector. Using the wage rates of four-year trained teachers as
Band 2 Step 1 Step 2 Step 3 Step 4 Step 5 Band 3 Step 1 Step 2 Step 3 Step 4
$39,502 $41,041 $42,575 $44,112 $45,547
$49,032 $51,755 $54,474 $57,198 $59,926
$9,530 $10,714 $11,899 $13,086 $14,379
$46,723 $48,007 $49,288 $50,569
$62,191 $64,474 $66,741 $69,018
$15,468 $16,467 $17,453 $18,449
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The Independent Voice
May 2009
Assistant General Secretary’s Report SHALOM CHRISTIAN COLLEGE - The road map to peace Members win celebrated! We could almost hear the corks popping in Townsville, as Shalom Christian College members celebrated the finalisation of their Preserved Collective State Agreement. In addition to the negotiation of enhanced wages and conditions contained in the collective bargaining agreement, management have now also signed a Memorandum of Agreement which provides for conciliation and arbitration of workplace disputes and secures employee protection from unfair dismissal.
no stone unturned in harnessing the support of the local community, media, national indigenous networks, Uniting Church structures, politicians, the Australian Council of Trade Unions, QIEU members and other colleague education union members throughout Australia. The fight against AWAs at Shalom Christian College was also an extraordinary demonstration of members’ determination to continue to support each other in
staff, management then sought to negotiate a federal collective agreement for teachers only in August 2007, without any complementary consideration of the loss of workplace rights that would result or the impact on non-teaching staff still left out in the cold. At that time, management had not agreed to extend this benefit to non-teaching staff, meaning their only choice would have continued to be between an AWA that reduced working conditions and delivered
way non-teachers were able to get a pay increase was to sign an AWA, missing out on the wage increases paid elsewhere throughout the vast majority of the Queensland education sector in both 2006 and 2007. It was predominantly the nonteaching and lower paid workers who stood to lose out had the members’ campaign stopped there. Instead the Shalom Christian College chapter, supported every step of the way by the broader QIEU
As part of management’s renewed commitment to normalise workplace relations at the College, they have also agreed that staff who had previously signed an AWA can choose to terminate that individual contract early and resume coverage under the Preserved State Collective Agreement.
The final agreed combination of a Preserved State Collective Agreement, plus Memorandum of Agreement to secure those significant workplace rights excluded by WorkChoices, represented a very satisfactory resolution.
Key benefits gained by employees in the collective agreement include: • • • • • • •
parity of percentage wage increases with the Catholic sector; access to pro rata long service leave after seven years; 10 days cumulative sick leave; 12 weeks paid maternity and adoption leave; protection from potential misuse of fixed term contracts; clothing allowance; and paid paternity leave (as a separate entitlement to accrued sick leave).
Staff ballot of the collective bargaining agreement was unanimous in its endorsement.
Thank you
ABOVE: QIEU North Queensland Organiser, Patrick Meikle, addresses a community rally outside Shalom Christian College on 27 March, 2007. QIEU members were joined by Townsville state school and university staff at the rally. Over 100 people showed their opposition to management’s push to introduce AWAs at the school and supported Shalom employees’ continued calls to negotiate a replacement union collective agreement.
the collective negotiation of decent professional wages, conditions and workplace rights consistent with common standards applicable elsewhere in the Queensland nongovernment education sector.
a smaller percentage pay increase than their teacher colleagues – or nothing.
After two years of persistent and strategic campaigning, QIEU members at Shalom Christian College have achieved an outstanding outcome.
Chapter activity results in fair outcome for all staff
The Shalom Christian College Chapter has come a long way since the College Board unilaterally determined to impose AWAs on staff in October 2006.
Why is this significant? This outcome represents a significant departure from the employer’s initial position.
While pleased to gain a commitment to move from AWAs to a collectively negotiated agreement, teachers at Shalom Christian College remained acutely concerned for non-teaching colleagues who had also refused to sign an AWA and had still not received a wage increase since the state registered union collective agreement expired on 1 January 2007.
The campaign that followed left
Initially offering AWAs to all
As late as December 2007, the only
A long road travelled
From a Uniting Church perspective, there was an obvious and deep concern that negotiations for a collective agreement be fair and inclusive of the whole staff; notwithstanding management’s preparedness to agree to collective negotiations for teachers was a welcome first step.
membership, continued to push for universal application of the right to collectively bargain at school level through letters, petitions and member delegations meeting itive and fairer outcome for all staff. Uniting Church assistance in achieving just resolution QIEU met several times over the course of this dispute with the Moderator and General Secretary of the Uniting Church Queensland, to brief them on developments at Shalom Christian College and discuss a proposed framework to secure fair working rights, conditions and wages for all staff.
On behalf of Shalom Christian College members, QIEU thanks each and every member who took time to sign a petition, send a protest fax, write a letter or attend one of the many Townsville rallies in support of this campaign to fight AWAs. It is poignant to note that the industrial relations policy of the new federal government prohibits AWAs and delivers employees the unprecedented right to collectively bargain where the majority want to. In short, the campaign against AWAs at Shalom Christian College will not be seen again in our sector under the new laws. However, the need still remains to build a stronger collective voice, so we are prepared to combat the many professional and industrial challenges that still lie ahead. Ros McLennan Assistant General Secretary rmclennan@qieu.asn.au LEFT: QIEU increased public pressure on Shalom Christian College management by staging a community protest – this time outside a meeting of the Uniting Church Queensland Synod at the Sunshine Coast on 18 May, 2007. A petition of over 3,700 Queensland educators’ and school employees’ signatures was presented to the Rev Dr David Pitman (Moderator, Uniting Church Queensland) at the end of the rally by Assistant General Secretary, Ros McLennan.
The Independent Voice
May 2009
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Assistant General Secretary/Treasurer’s Report Age discrimination is unacceptable and unlawful Ageism is unacceptable in a just and inclusive society.
Act 1991 and has offices throughout Queensland.
Unfortunately, it still exists in some of our workplaces.
Under the Queensland Anti-Discrimination Act it is against the law to be sexually harassed or to be treated unfairly because of: sex; relationship or parental status; race; religious belief or activity; impairment; trade union activity; lawful sexual activity; pregnancy; breast feeding needs; family responsibilities; gender identity; sexuality or age.
A number of bodies have been established to deal with this and other forms of discrimination and harassment in public life including in the workplace. Under state and federal legislation, discrimination in the workplace as well as in other areas has been outlawed. The Human Rights and Equal Opportunity Commission Act 1986 provides a structure for dealing with complaints of discrimination. The Human Rights Commission is an independent statutory authority specifically established to protect and promote the human rights of all people in Australia. Complaints about discrimination can be made under the relevant Act of these five Acts administered by the commission: Human Rights and Equal Opportunity Commission Act 1986; Racial Discrimination Act, 1975; Sex Discrimination Act 1984; Disability Discrimination Act 1992; and the Age Discrimination Act 2004. Each of these Acts has specific grounds for complaint including race, sex, pregnancy, marital status, disability, sexual preference, age and trade union activity, in public life. As well in Queensland, the Antidiscrimination Commission is an independent statutory authority that administers the Anti-Discrimination
Perhaps one of the least discussed and least overt areas of workplace discrimination is discrimination based upon or related to age. Such discrimination is illegal under both federal and state legislation and both the Human Rights Commission and the Queensland Anti-Discrimination Commission are able to deal with complaints of age discrimination. If a potential complaint is covered by both federal and state laws the complainant can elect under which law and in what jurisdiction they want to lodge their complaint. The law at state and federal level is clear that discrimination is unacceptable. With the median age of teachers rising and being close to 50 years old there are increasing concerns about negative age-related attitudes from employers. There is as well, anecdotal evidence that colleagues too may engage in inappropriate behaviour, which reflects an ageist attitude. It has been reported that members
experience negative comments and/or pressure to work part-time because they are perceived as not fit or energetic enough, because of their age, to carry out the role. Conversely, some are denied opportunities because they are perceived as too young to take on a role of greater responsibility. Such comments as: • Why are you applying for a management position now? Wouldn’t you prefer to spend more time with the grandchildren? • I don’t think you could pick up the IT skills as well as a younger secretary would; • You seem to be slow on your feet these days – it’s not a good image; and • You really are a bit young to be in Admin.’ … you need more experience to give you credibility with students and parents. All of these comments reflect a lack of understanding of human worth, are essentially ageist and potentially discriminative under legislation. Such discrimination may be direct or indirect. Direct age discrimination occurs if a person is not employed (or treated differently) simply because of their age. An employer assuming that an older person would not have or could not develop adequate computer skills to fulfil a role or an employer assuming that a younger person would not have the skills to take on a management role are examples of direct discrimination.
Indirect age discrimination occurs when there is a requirement, condition or practice that is the same for everyone but has an unfair effect on a person of a particular age. It is important that members understand their rights (and responsibilities) and are open to asserting those rights and supporting each other when those rights are infringed. Our workplaces need to be places that reflect the diversity and plurality of the wider Australian community. A college, school or kindergarten benefits from a mix of mature and experienced workers with younger newly trained staff; a gender balance across all educational roles; and staff with diverse educational and cultural experiences. The workforce in education needs to be defined not around age but on talent, skills, experience, commitment and willingness to work collaboratively. Various Acts at federal and state level provide an enforceable remedy for people who suffer any form of discrimination because of age. Under the provisions of these Acts, it is against the law to treat a person less favourably because of their age. The purpose and legislative power of these Acts is to protect the rights of both younger and older people. Under these Acts an employer,
ACE lead the way in collective bargaining Australian College of English (ACE) is the first English Language Intensive Courses for Overseas Students (ELICOS) college to begin collective bargaining negotiations, leading the way in negotiating for a federal union collective agreement ahead of other english language colleges. QIEU members of ACE recognise the importance of collectively bargaining to improve wages and for better working conditions. A log of claims has been formulated and presented to the College employer, and includes: • pay increases of 4.5 per cent and 4 per cent over the next two years; • an extra paid half hour per day for marking and preparation time; • increased access to career progression; • change to the way staff can access sick leave entitlements; and
• the addition of a more detailed grievance procedure. Previously, the College relied on award provisions to regulate pay and conditions. QIEU growth organiser Camille Furtado said: “It’s exciting to have our members negotiating for pay and conditions to increase standards in this sector.” The College Single Bargaining Unit (SBU) are meeting with employer representatives to continue discussions on issues in the log of claims.
regardless of size, may be legally responsible for age discrimination that occurs in the workplace unless it can be shown that “all reasonable steps” have been taken to stop this behaviour. Employers have a responsibility to put in place measures to minimise the risk of age, or any other form of discrimination, occurring. Employees too, need to ensure that they don’t perpetuate any such discrimination in their words or behaviour. Members individually and in union as school chapters, have a duty to respond together and swiftly to any form of unwanted and unacceptable behaviour in the workplace. If you have concerns about discrimination or harassment in your workplace you should talk with your organiser, or contact our union to discuss ways of dealing with it at the workplace or seeking assistance from one of the bodies set up to combat such unacceptable behaviour.
Paul Giles Assistant General Secretary/ Treasurer pgiles@qieu.asn.au
Teacher Exchange 5 years Teaching Experience +
QIEU Membership
= OPPORTUNITY! Work overseas & retain your accrued entitlements UK, Ontario, Alberta, British Columbia, New Brunswick, Canada, Colorado, USA
ELICOS college employees are encouraged to attend ELICOS Industry Network meetings to be better educated on the importance of engaging colleagues to take advantage of new collective bargaining rights by fostering a collective culture at their college.
Check out our website www.qieu.asn.au Click on About Your Union, then Membership Info and click Overseas Exchange Program
The next ELICOS Industry Network meeting will be held on 3 June at 4pm.
Contact Jenny on (07) 3839 7020 (Free Call) 1800 177937 jennyz@qieu.asn.au
8
The Independent Voice
May 2009
Members in Action Members network at ELICOS meeting The English Language Intensive Courses for Overseas Students (ELICOS) Industry Network meeting has become a vital tool for members to have their say in matters which affect their working lives and conditions. The ELICOS sector faces some fundamental issues which have been heightened in the current industrial and economic climate. In April the meeting saw important issues raised and discussed with over 20 members from various colleges present. Dominating discussions were the recent changes to the Industrial Relations legislation with the new federal body, Fair Work Australia, undertaking a process of Award Modernisation. In the education sector the ELICOS industry will most likely be covered by an Education Services Award. Organiser Nick Holliday explained at the meeting that such new education awards “will not provide a full set of conditions, rather they are designed to provide a bare minimum employment standard, encouraging employees and employers to turn to collective bargaining to regulate pay and conditions.”
Act, employers must negotiate in good faith if the majority of staff request a collective agreement. “Top-level ELICOS teacher wages have increased by only 5.3 per cent since 2005, where wages in sectors with collective agreements have risen by 12 per cent or more,” Mr Holliday said. “The ability to negotiate with employers will allow staff to finally begin to improve wages and conditions within the industry.” Discussion around issues affecting the ELICOS sector include inadequate pay rates, the failure of Fair Pay Commission increases to keep up with cost-of living, the absence of paid marking and preparation time and lack of job security. Members attending the meeting were educated on the importance of engaging colleagues back at school to take advantage of the new collective bargaining rights by fostering a collective culture of member support through an educated staff.
ABOVE: QIEU members (left to right) Margaret Hope from Cambridge Academy of English and Jill Mason, Robert Fitz-Walter and Susie Raz from HHH Language Centre at the ELICOS Industry Network Meeting
A further ELICOS Industry Network meeting will be held on 3 June at 4pm.
Further information on collective bargaining was also provided to members. In the past, the major hurdle to improving work conditions within the ELICOS industry was the employers refusal to discuss the issues with staff. However, under the new Fair Work
ABOVE and LEFT: ELICOS sector employees discuss the issues
Cairns members undertake Industrial Relations training QIEU members in Cairns have learnt the practical skills and knowledge for collectively addressing issues within schools after completing important Industrial Relations training. The Industrial Relations in the Workplace training was also held in the regional area for members to become better informed about the emerging industrial relations environment. Other issues and information covered included: the structure of our union and the benefits of being in an organising union; workplace mapping; networking; recruitment planning; and handling objections when employees are invited to join QIEU.
QIEU member and Trinity Anglican School school officer, Steve Blacklow, said he had attended numerous QIEU IR training days over the years, and still believed the day provided valuable information to him. “I believe it was still beneficial to me, as we have been through an ever-changing and uncertain industrial environment over the last few years, with the intrusion of WorkChoices and the issues that came with it, and now the new Fair Work laws,” Steve said. “It has been a constant battle to keep up with the changing rules and regulations within which we can operate as unionists, and as workers, so I think it is imperative to stay informed by taking part in
ABOVE AND BELOW RIGHT: QIEU members in Cairns discuss issues and the emerging industrial relations legislation as part of IR in the Workplace training recently
such an important training day,” he said. The group investigated the new Fair Work Bill, and looked at the different types of industrial instruments and agreements and allowable content.
The Independent Voice
May 2009
9
New BCE teachers sign on to QIEU New teachers to Brisbane Catholic Education (BCE) were given important advice and information on joining QIEU from union officers at the recent BCE New to the System Induction Day. Over 85 teachers took part in the day, with 22 teachers deciding to sign up as a member, joining the other 27 teachers who were already members of our union before the day. The induction day was open for BCE school teachers who were previously employed either in the state system, other nongovernment sector schools, interstate or overseas schools. LOTE teacher Susan Carbery from Southern Cross Catholic College in Scarborough was previously employed as a teacher through Education Queensland before beginning at the Catholic school. Ms Carbery signed on to QIEU before the induction day. She said she would never consider not joining a union, and felt every employee should be in a union. “Everyone should be in a union. If there were no unions then we’d have things like ‘WorkChoices’ which would still be allowed to happen today,” she said. “Unions fight for better wages for employees; if we didn’t have unions we would have very low wages.” ABOVE: QIEU Growth Organiser Nick Holliday signs up Susan Carbery from Southern Cross Catholic College in Scarborough on the BCE new to the system induction day
Teacher Cathy Crispo has begun this year at St Bernard’s School in Mt Gravatt as part of the QIEU teacher exchange program. As a member of her union overseas, this has entitled Ms Crispo to also be a member of QIEU during her 12 months in Australia. She said it was imporant to be a part of a union and had so far enjoyed her time at the school.
LEFT: Organiser Andrea MacDonald (left) from our Darwin office took time out during a visit to the Brisbane office to sign up Wendy Black from Xavier Catholic College in Hervey Bay on the BCE new to the system induction day
The BCE New to the System Induction Day is held for BCE teachers every year as an information day to help in their first year of teaching in the Catholic sector.
Market Day promotes union services to schools St Columban’s College in Caboolture and Grace Lutheran College Rothwell campus were given valuable information about the benefits of being an active and informed member of QIEU at Market Days held at each school in May.
School officers in Catholic schools better off under wage outcome
During the information day’s Teachers’ Union Health, Members Equity Bank and Union Shopper promoted to staff their services and benefits that union members can exclusively access.
School officers and services staff in Catholic school will be better off under the interim wage increase agreed to by Catholic employers. The wages increase equates a 4.5 per cent rise in the first year, or $34 per week which ever is greater, with a 4 per cent increase each year for the remaining two years. ABOVE: Grace Lutheran College, Rothwell, school officer Lisa-Jane West receives information from TUH during the market day
QIEU organiser Jenny Nielsen was also on hand to discuss union issues to members and field membership enquires to non-members.
the schools,” Jenny said.
“The Market Day’s were a fantastic opportunity to showcase QIEU and the benefits of union membership to
“I also wanted to ensure that the day not only promoted the unique services available to members
through TUH, Members Equity Bank and Union Shopper, but also make sure that members are educated on the legal and professional issues that are currently affecting them.”
LEFT: Staff at St Columban’s College leanr the benefits of union membership with the help of QIEU organiser Jenny Nielsen (right)
Under this wage scheme, a Catholic sector school officer on Level 2 Step 3 classification will now earn $1,768 a year more than the current wage rate. A Level 3 Step 4 officer will receive $1,898 more a year.
Catholic School Officer Wage Rates g New Wage rates Current wage rate From 1 May As at 28 April 2008 (4.5% or $34 per week whichever (4% or $30 per week Classification whichever is the greater) is the greater) Level 2 Step 1 719.20 753.20 39301 19.8211 Step 2 736.00 770.00 40177 20.2632 Step 3 743.60 777.60 40574 20.4632 Level 3 Step 1 776.00 810.90 42312 21.3395 Step 2 789.50 825.00 43047 21.7105 Step 3 803.20 839.30 43793 22.0868 Step 4 810.40 846.90 44190 22.2868
10
The Independent Voice
May 2009
Equity Matters National paid parental leave scheme delivered After 18 months of Labor, a national paid parental leave scheme has now been delivered! Appropriately, the federal government announced its decision to introduce paid parental leave on Mothers’ Day, just ahead of the Federal Budget report on 12 May. Key elements of the Paid Parental Leave scheme The federal government has determined the new $260 million per annum scheme will commence on 1 January 2011, when the economic outlook is expected to have improved. 18 weeks pay at the minimum wage (currently $543.78 per week) will be available to the primary carer. However, contrary to the Productivity Commission’s recommendations, no paid paternity leave will be mandated at this time nor will employers be required to pay superannuation on this benefit. Paid parental leave scheme recipients will also not be eligible to receive either the Baby Bonus or Family Tax Benefit Part B. What about high income earners? High income primary carers earning over $150,000 will not be eligible for paid parental leave. What about stay at home mums? Stay at home mums will continue to receive the Baby Bonus and Family Tax Benefits. (This equates to about $12,000 in government assistance in the year after the birth of a baby for stay at home mums with a partner on average earnings). What it means for families? There are lots of good reasons for introducing a national paid parental leave scheme. Fundamentally though, it’s about ensuring new mothers can spend time with their babies – to bond with them, physically recover and establish successful breastfeeding – without financial pressures forcing them back to work too early. (In 2007 less than one quarter of women on very low wages had access to paid maternity leave compared to three quarters on high wages). It also makes good economic sense. ACTU President Sharan Burrow summarised “…this money will go directly into spending on the necessities that go with having a baby
QIEU maternity leave survey results...
at a time when most families have been reduced to living on one wage…It also recognises that paid maternity leave is good for business and the economy because it will help keep skilled, experienced female staff attached to the workforce.” What it means for Queensland school employees? The vast majority of Queensland nongovernment and state school employees already have access to employer-funded paid parental leave. This was achieved through union collective bargaining negotiations, where significant numbers of members in a school or system worked together through their union to negotiate improved working conditions. In terms of operational arrangements for the new national paid parental leave scheme, the Productivity Commission has indicated that any employer-funded paid parental leave available to the employee through collective bargaining should be taken first, then employees can also access the federal government benefit of 18 weeks paid parental leave at the minimum wage rate as of 1 January 2011. While the additional 18 weeks paid leave is clearly a significant benefit to employees, it does not cost the employer any more as they are not required to pay superannuation on this sum. QIEU members contribute to campaign win Teachers and school employees are driven to act in the best interests of students in everything they do. Standing up for what’s best for Australian families on the issue of paid parental leave was no exception. QIEU members can be very proud of our contribution to this ACTU campaign achievement. In only a few short months, we: • Organised colleagues’ signatures on almost five hundred campaign postcards; • Participated in political delegation training and then lobbied federal MPs and Senators in targeted areas; • Promoted public support by marching on Labour Day; • Engaged members on maternity leave to help with campaign activities; • Attended the Queensland Council of Unions morning tea media event; • Established a designated section on the QIEU website; • Forwarded chapter briefings to members outlining the importance of this issue in the lead up to International The QIEU maternity leave survey was conducted in April to assist QIEU in engaging with members on maternity leave by finding out the issues that directly affect them. Approximately 74 per cent of QIEU members on maternity leave were surveyed. When asked about their concerns and queries about returning to work, a majority of respondents
ABOVE: QIEU members Michael Darcy and Nicole Carlill meet with ALP Member for Moreton Graham Perrett during the political delegations on paid paternity leave Women’s Day and Labour Day 2009; • Organised a paid parental leave team to run in the annual Brisbane Mothers’ Day Classic fun run; • Sent digital video petitions to federal politicians; and • Sent campaign postcards online. Talking to the decision-makers A number of highly committed QIEU members in Brisbane, Cairns and Rockhampton took a further step of meeting with federal Labor politicians to talk personally about the need to include a national paid parental leave scheme in the May 2009 Budget. Positive meetings were held with Senator Jan McLucas, Jim Turnour MP, Kirsten Livermore MP, Kerry Rea MP, Graham Perrett MP and Kevin Rudd’s electorate office staffer. These politicians gave personal support to the concept of paid parental leave and committed to using their internal networks to promote the policy within the federal parliamentary caucus. Where there was some hesitancy on the part of the politician, QIEU members probed further and discovered their key concerns seemed to be whether funding paid parental leave was possible at this time given the global financial crisis and recognising the competing legitimate need to also lift the amount of the Old Age Pension. QIEU member, past Catholic school teacher, federal member for Moreton and father of two, Graham Perrett MP, took the additional step of writing to QIEU after meeting with our member delegation to emphasise his support for the paid parental leave campaign: Graham wrote “As a former QIEU Organiser, I am acutely aware of the desire of members for the introduction of a national paid parental leave scheme and its many benefits. I particularly recall organising in schools that had the benefits of paid parental leave – as opposed to those that did not. Also, as my partner is currently on paid discussed the accessibility of jobsharing and part-time work options. The responses indicate that members on maternity leave face significant and often conflicting responsibilities when trying to balance their work and home lives. Respondents were also very supportive of the introduction of a paid parental
parental leave, I am very well aware of the additional stresses that must be endured by those workers unfortunate enough not to have access to paid parental leave.” He went on to agree that “…a national paid parental leave scheme would recognise the need to ensure strong and sustainable economic growth, promote early childhood development, encourage greater gender equity and support families in balancing work and family responsibilities.”
to be unaware of our letter and said he would call back once it had been located. A return telephone call was never received.
Unfortunately, Senator John Hogg was unable to meet with QIEU members due to regional and overseas travel commitments during the month of April.
Standing up for families Notwithstanding everything else happening in schools, QIEU members undertook many campaign support actions because we believed that funding a national paid parental leave scheme would mean babies can get the best possible start, parents can be relieved of some financial stress and employers are assisted in retaining good female staff.
Most disappointing, however, was the dismissive attitude of federal treasurer, Hon Wayne Swan MP. After contacting Wayne Swan’s Lilley electorate office to arrange a time for a QIEU member delegation to discuss paid parental leave with the federal treasurer, we were told to send a letter formalising the request to meet. A letter was promptly written, faxed and posted to the electorate office. Weeks then elapsed before QIEU again made telephone contact with Wayne Swan’s electorate office to follow up on our letter and again seek a meeting time. The staffer who took the call claimed
Despite the immense discourtesy to QIEU members who had persistently sought a meeting with the federal treasurer through his local electorate office, a good result for the paid parental leave campaign was nonetheless achieved in spite of this.
Standing up for Australian families was certainly worth fighting for! Ros McLennan Assistant General Secretary Officer supporting QIEU Equity Committee rmclennan@qieu.asn.au
ABOVE: QIEU members Steve Blacklow and Lea Martin meet with ALP Member for Leichhardt Jim Turnour
leave scheme. Those surveyed indicated that paid parental leave is a positive way of supporting Australian families during the early stages of parenthood. Respondents were also very positive about the implications a parental leave scheme would have for fathers. More than half of those surveyed indicated that they are interested in networking with other members on maternity leave.
QIEU is committed to continual engagement with its membership on maternity leave and understands that time constraints and family responsibilities make common methods of engagement problematic for this group. QIEU is developing a process of online communications to facilitate networking amongst our members on maternity leave.
The Independent Voice
May 2009
11
Looking back on the history of our union: The power of the collective in action We have a proud history of thoughtful, caring professionals standing up for their own rights as employees and for the right of the students in their care to receive the best possible education. While we prefer to take action that does not intrude on the delivery of the educational programme to students, and while we have never lacked strong active members and chapters, it is a very rare occurrence for QIEU members to go on strike. It has happened though and it is a powerful reminder to us all that when the stakes are high, employees will take action to ensure that things they hold as important are achieved. Such a situation arose in 1983 at a small Catholic school in Brisbane. To understand the context of the strike it is informative to look to the article, written by Maria O’Neill, which appeared in the March 1983 edition of The Independent Teacher (the name of the journal prior to the more inclusive title The Independent Voice). The background helps us to understand the strength of commitment to the rights of the students and their families that led to such a powerful expression of their views. “Over the years parents have battled to maintain enrolments and in the process have built very strong supportive relationships among themselves and with the staff. “Over the years, too, teachers
have established, through trial and error methods, a set of practices in their dealings with parents and children which when viewed together constitute a distinctive school character. “Among these practices was that of careful attention to the costs of activities like camps and sports; a simple recognition that a good number of families lived on very inadequate incomes. “Another involved the role of sport and physical education in the curriculum. Because several of the children have physical handicaps and given the smallness of the school, a firm commitment to a non competitive sporting program was developed. Thus all kids could participate. “Perhaps the most outstanding feature of the school’s administration was its close relationship with parents. “Parents have increasingly been involved through processes of communication and consultation. Parents have been encouraged to come to extra curricular events and to take part in their planning. “This practice has facilitated the children’s participation in activities because parents can be there to encourage them and has led to a greater understanding by parents of educational needs and processes. “In particular, this process was most effective with ethnic parents unused to Aussie cultural mores like swimming and going on camp.” This is the kind of school community that is functioning extraordinarily well. You can hear the echoes of a happy, hardworking staff who know their students well and who have gone beyond the demands of curriculum
ABOVE: The Holy Rosary, Windsor delivery to ensure that the whole school community is healthy and functioning in a way that ensures the best outcomes for the students in their care. You can feel their commitment and passion. However, a change in administration brought with it a threat to the distinctive character that had been so carefully constructed by the staff and parents in the past. “A no-cost camp site, already booked, was rejected in favour of one where a charge is made. Events of particular importance to the children, including an interschool ball, were cancelled. A specialist sports teacher who indicated her preference for competitive team games was to be hired. A levy on families was to pay for this new facility.” Naturally the staff communicated their concerns to the Administration and, subsequently, to the Catholic Education
Office (CEO). Clearly the staff were perceived as a powerless group who could be ignored. This was a significant error. With the cooperation of the parent body - with whom the staff were used to working and planning - strike action was taken, initially for one Wednesday afternoon. However, when no solution was forthcoming, teachers and parents agreed to strike the following day as well. Still no satisfactory outcome was reached and so the parents organised a roster to care for all students on the Friday so that all teachers would be able to attend meetings instead of some having to supervise those students whose parents could not make arrangements for childcare. Finally, the employers realised that this strong community would not tolerate their concerns being ignored and, on the Sunday following, a resolution to the situation was agreed upon. It was a wonderful victory for the collective
action of a small group of dedicated professionals. We must never lapse into a complacent belief that we do not need to be activists. It is unlikely that the staff involved in this strike action ever thought they would be pushed so hard. Their understanding of their industrial rights and strengths coupled with the professional relationships with the school community enabled this action to occur and to be successful. In the 90 years of our union the strength of the collective - the capacity for individuals to come together as a powerful force and shape the future of their schools and their own working lives - is the strength that has ensured the life and dynamic growth of our union. It is a legacy that we must preserve into the future.
Class size does matter! In October 1981 in The Independent Teacher, Professor W. J. Campbell of the Department of Education at the University of Queensland wrote: “Despite the conviction of generations of teachers that large class size is a most educationally detrimental feature of school life, the establishment of this in a convincing way has proved to be a ‘will-0’-the-wisp’ for researchers. … Some claim that large classes are better, others that small classes are better, and still others that neither is better!” We have come a long way since then. The most significant research works since that time are the Tennessee STAR (Student Teacher Achievement Ratio) experiment and the Wisconsin SAGE (Student Achievement Guarantee in Education) Experiment. Substantial analysis of these works concludes that long term exposure to small classes leads to higher levels of achievement and were greater the longer the students were in smaller classes. The effects for ‘disadvantaged’ students were markedly higher than for other students. Analysis of a very comprehensive study by the National Institute for Educational Policy Research regarding junior high-school students in Japan revealed that class sizes of 25 or less facilitate the “essential conditions for the well-being of students and teachers, which in turn are crucial for effective learning and teaching”. This view is backed up by Peter Blatchford from the University of London whose work with Paul Bassett and Penelope Brown reveals that “as class sizes became smaller there were more times when pupils were the focus of a teacher’s attention, and
more times when they were engaged in active interaction with teachers. … Pupils’ classroom engagement decreased in larger classes and this problem was particularly marked for the pupils who are already attaining at lower levels.” They suggest that “small classes can be a valuable educational initiative right through school, but could be particularly targeted at lower attaining pupils at secondary level.” Moreover, in a speech to the Scottish Parliament in December 2007 Fiona Hyslop (Cabinet Secretary for Education and Lifelong Learning) concluded that her department’s research indicated that smaller classes can lead to: • More sustained interaction between teachers and pupils; • More high order questioning; • More feedback on work; • Less time spent on routine supervision; • Less time spent exercising classroom control; and • Less time given to ‘housekeeping’ by teachers. Richard Harker from New Zealand concluded from his review of a wide range of studies and experiments that: • Class size does matter; • Top priority needs to be given to K-3 classes (maximum 20 students); and • For older students the maximum class size should not exceed 25. What is clear from a review of the materials available is that these results and findings have been widely replicated in learning contexts around the world and the results are remarkably consistent.
If our national and state quest for the highest possible educational outcomes is to be achieved, substantial resources need to be poured into addressing class size. Moreover, this resourcing needs to be well planned and carefully managed. More information on the research into class size will soon be available on our website www.qieu.asn.au. References: • Blatchford, Peter. (2008). Paper to symposium: ‘Class size effects: new insights into classroom, school and policy processes’. Accessed 06-05-09 at http://www.classsizeresearch. org.uk/aera%2008%20paper.pdf • Campbell, Prof. W. J. (1981). ‘A small class gets more done.’ In The Independent Teacher. October, 1981, p7. • Finn, J.D. & Achilles, C.M. (1999). Tennessee’s Class Size Study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21, (2), pp 97 – 109. • Harker, Richard, (no date). ‘Class size and student attainments: research and strategic implementation’. Accessed 28-04-09 at http://www.aare.edu.au/03pap/har03248.pdf • Molnar, A; et al. (1999). ‘Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin’. Educational Evaluation and Policy Analysis, 21(2), pp16577. • Scottish Government, (2007), Cabinet Secretary for Education & Lifelong Learning Fiona Hyslop Statement on class sizes to the Scottish Parliament December 5, 2007 http://www.scotland. gov.uk/News/This-Week/Speeches/smarter/class-sizes accessed 24-04-09. • Yoneyama, Shoko and Tim Murphey, (2007), The Tipping Point of Class Size: When Caring Communications and Relationships Become Possible in JALT Hokkaido Journal Vol 11 pp 1-13 http://www.jalthokkaido.net/jh_journal/2007/ yoneyama_murphey.pdf accessed 27/4/09.
Our Profession - 90 Years Union Strong
12
The Independent Voice
May 2009
Labour Day 2009 : QIEU member QIEU members and their families united at Labour Day events across Queensland to acknowledge the achievements of the labour movement and to make a statement about contemporary campaigns for professional rates of pay and enhanced paid maternity leave provisions. The non-government sector are currently engaged in collective bargaining negotiations and are viewing public sector wage offers as benchmark rates of pay. Unless the Queensland government agrees to professional rates of pay commensurate with interstate outcomes for state school teachers, then these rates will not be conceded by non-government sector employees. QIEU members sent a clear message to government and non-government employers that teachers will not tolerate being the lowest paid in Australia. The issue of a federal government-funded paid parental leave scheme for working families was also supported by QIEU members during the Brisbane Labour Day march. Parents marched with their children and carried banners acknowledging that a national paid parental leave scheme is long overdue, and that the government should introduce a paid parental leave scheme in to the May budget. In these tough economic times, it makes sense to invest in Australia’s labour force with professional rates of pay for teachers and a government paid parental leave scheme for working families. QIEU members participated in Labour Day celebrations throughout the state in Barcaldine, Bowen, Bundaberg, Cairns, Gladstone, Gold Coast, Ipswich, Mackay, Mt Isa, Rockhampton, Sunshine Coast, Toowoomba and Townsville.
ABOVE: QIEU members and their families march on Labour Day to highlight the importance of campaigning for professional ra
TOOWOOMBA
ABOVE: Cairns Labour Day saw a good turn out of QIEU members ABOVE: QIEU President Andrew Elphinstone cuts the QIEU 90th anniversary cake
ABOVE: Toowoomba QIEU members get together in support of Labour Day LEFT: Bundaberg QIEU members and their families get together for Labour Day
BUNDABERG
RIGHT: St Mary’s Chapter support Labour Day in Ipswich
T IPSWICH
LEFT: A strong turnout of QIEU members attended Labour Day on the Gold Coast
GOLD COAST
RIGHT: Mackay QIEU members
MACKAY
ABOVE
The Independent Voice
May 2009
13
rs throughout the state celebrate QIEU win at Labour Day dinner
BRISBANE
ABOVE: QIEU celebrate winning the Best Recruitment Campaign at the Labour Day dinner: (left to right) Belinda Hogan-Collis, Phillip and Karla Vaughan, Lisa Schlusser, Paul Giles, Danielle Randall, Ros McLennan, Brad Hayes, Terry Burke, Sophie Ismail and Nick Holliday
QIEU joined with other Queensland unions to celebrate at the 2009 Labour Day dinner coordinated by the Queensland Council of Unions (QCU). QIEU was honoured in the QCU Labour Day Awards on the night, winning the category for Best Recruitment Campaign for working actively to recruit new graduates and signing up associate members to our union. Publications such as Grad News and e-newsletter Associate Outlook, together with graduate induction days, contribute to the promotion of these members within QIEU. ates of pay and calling for the federal government to introduce paid parental leave
CAIRNS
QIEU and QTU members answer why they think it is important to campaign for professional rates of pay QTU member Tom McIntosh Mater Hospital Special teacher
BELOW: (left to right) Mick Roach, Aleese Cini, Sophie Robinson, Sara Pullen and Brendan O’Reilly proudly display the 90th Anniversary QIEU banner at the Barcaldine Labour Day celebrations
“Pay fair. Be fair. We are professionals and we deserve professional rates of pay. We need to at least stay in equity with the rest of Australia.”
QIEU member Nicole Carlill Brigidine College teacher “It is embarrassing that an OECD country doesn’t rate their professional educators accordingly. By equalling pay rates they automatically increase teacher retention and as a result the community values education.”
BARCALDINE
TOWNSVILLE
QTU member Mark Power Ferny Grove State High School teacher “It is important to achieve professional rates of pay to attract and retain quality individuals to teaching. National curriculum; national testing; we need a national pay rate.”
QIEU member Christina Ong St Rita’s College teacher
E: Townsville member proudly display QIEU banners and signs
“Because we are nearly the lowest paid in the country and heading towards a national curriculum, covering quality across the education system means paying teachers equal rates of pay. As an early career teacher it’s getting harder to justify staying in a profession that isn’t given the same respect as other professionals.”
14
The Independent Voice
May 2009
Honouring those who shaped QIEU Former QATIS President (1977-1980)
Terry Edwards Beginning as an active member of the Queensland Association of Teachers in Independent Schools (QATIS) in the mid-1970s, it was the three years in Terry Edwards life as President of QATIS that saw the former St Laurence’s College teacher face the difficult issues and challenging situations that shaped the way QIEU operates today. QIEU Publications Officer/ Journalist Fiona Richardson spoke with Terry about his involvement in the union, as QIEU celebrates 90 years of union strength in 2009. In the beginning As a humble teacher in New South Wales in the 1960s and 1970s, Terry Edwards was never one to ‘buck the trend’ or cause any trouble in his Catholic school. This was until inadequate wages for teachers in private schools became an issue: Catholic school teachers were being paid less than half the wage of public school teachers. Faced with that reality, Terry joined a small group of teachers from three schools who looked into starting an active union in the Catholic sector to combat such important professional issues. However, when they found out there was already a union, the Assistant Masters and Mistresses Association (AMMA) that looked after teachers in the Independent sector, they decided that forming a bid for the union leadership would be the best option. They won, and thence began the battle for wage justice for private school teachers in NSW. In industrial court the fight began for professional rates of pay for teachers. The ruling came down that private school teachers would immediately be paid 75 per cent of a state school teacher salary, with this to increase to 100 per cent over the next five years. This proved to Terry that an active union membership could succeed. Joining QATIS In the early 1970s Terry moved to Queensland to join St Laurence’s and found that although there was 100 per cent wage parity, there was no job security in the sector. This prompted Terry to immediately join QATIS as a member. After witnessing this in his own school, Terry believed that QATIS could be a more active force in the non-government education sector in Queensland, and wrote a manifesto he shared with others on staff, such as Paul Forrester and Bob Rea, amongst others. They soon decided to run with other active unionists in
the 1977 QATIS Council election. They each contacted other teachers throughout the Catholic system and formed a team of 28 teachers to stand for election. They were successfully elected with 21 of the members elected. Terry was elected QATIS President at the 1977 Council Annual General Meeting. Learning from scratch Terry fondly remembers is first days as President. “At the AGM changeover of Council we (newly elected officers to the union) scripted every step of the way how to run the hand over meeting of Council. We learnt from books how committees run, and took advice from those already experienced in either union or political affairs on Council,” Terry recalls. Learning from scratch how to properly run Council, Terry also had to learn the rules of debate. “At the time I was given the following advice: know the rules, know Industrial Relations laws, know your by-laws, do your homework and watch your back!” Two months later in December 1977, the team faced its first real industrial issue with Terry as President of QATIS: Catholic Education sacked 14 non-Catholic women from Catholic schools. “The principals of schools, directors of Catholic Education and the bosses wiped their hands of this,” Terry said. From there QATIS went to the Courts to distinguish who the employer was, with Terry subpoenaing the Archbishop, Catholic Education directors and anyone else claiming authority in this tawdry conduct. The Court ruled that the Bishops were the employer, but this responsibility could be passed to the Directors. From this, all 14 sacked workers were reinstated. “Like a lot of people put in challenging situations, after a time they have to stand up for what they believe in. I believe that this was the first time our union was working as an industrial body for a long time.” Terry says. After this ruling where dismissals were made against teachers in the Catholic system, QATIS fought for these teacher members rights and mostly won, he says.
Unjust dismissals in schools is an issue which still occurs today. Terry also highlights other issues for teachers in his day that still occur now include class sizes, work intensification and the need for wage increases. Lack of superannuation in some schools also presented an issue in the late 1970s. The Presidency come to an end From an originally penned manifesto, Terry always believed QATIS Council President should only serve for three years to allow “fresh blood” to come into union ranks. This meant that Terry’s run of President concluded after three years in 1980. Overall, Terry says he enjoyed his time as union President and says he feels a great sense of achievement. Importance of union Today, Terry still ardently believes in the fundamental importance of union. He is also pleased that QIEU has continued on with the professional commitment to our members that was inherited from previous members as epitomized by such men as long-standing Council member Bruce Maughan.
powerless; there is strength when we combine.” In May 2000, Terry was awarded life membership of QIEU, formerly QATIS until the name change in 1997. Terry says he felt fantastic to be awarded such an honour. “It was a recognition of the fact people who are in trouble can bind together and do marvellous things. It is a recognition of the personal and professional prices paid by each individual of that team for the members of our union,” Terry says.
issues education professionals face today.
Terry says he deliberately does not actively involve himself much with QIEU nowadays, as he believes those who are now QIEU members should be the real activists on the important professional and industrial
Terry attributes his time as QATIS President as a “growth period” for himself personally, that he “learnt a lot of the world” and that while it was just part of his journey, it holds a very special place.
“Every generation has a battle, and it should be that generation who battles it. And I am extremely pleased that this has continued on.”
Pick of the bunch
“If you take an industry like the independent education system, with many bosses, you find that few have the understanding of employment situations and get carried away with management systems rather than educational and pastoral ones which is really their basic mandate, mission or vision. And when confronted with some teachers who are professional but ‘different’, they resort to getting rid of them under the guise of budget constraints, subject allocations, lack of participation in extra-curricular activities and to cut conditions. They are compelled to run it like a business, so it’s imperative that our union hold them accountable,” Terry believes. “Individuals are
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The Independent Voice
May 2009
15
School officer profile Beginning at St Rita’s College as a Student Data Capture System (SDCS) and Accounts Payable Officer in 2006, Leanne Lister soon decided to become a member of QIEU. Three years later, Leanne is the school officer union rep for the school, realising that school officers also need to have a voice on important issues that need to be addressed on a school level. Leanne said one of the most important issues school officers face is ensuring that they are properly remunerated for the actual roles they undertake. “Another important issue is to ensure that school officer’s rights are
protected when dealing with students, teachers and/or other colleagues,” she said. Leanne believes it is important for all staff to be members of QIEU to be kept up-to-date on the important issues. “The importance of being a union member is to be kept up-to-date with issues of the day involving not only your own workplace, but also those in similar positions within your region or state.” “Of course knowing that you will be given the correct advice and supported should the need arise, and to know that you will be listened to and heard and all matters dealt with in the most fairest way at the time, is also important.”
Leanne Lister SDCS and Accounts Payable Officer St Rita’s College, Clayfield Leanne also highlights that the added benefits for union members of accessing insurance, travel and shopping discounts were a “definite plus.”
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Edmund Rice employees Edmund Rice Education Australia (EREA) employees can now access their payslips online with the implementation of a new payroll system that successfully went ‘Live’ at remaining EREA schools in May. The Human Resource Information System (HRIS) Implementation Project is the new system in how employees will now be paid. Pay office staff from each school have already completed a four-day training program which included training on system usage as well as education about the pay function, pay process and related procedures and rules. A user group has also been established to support school pay office staff to advise on any system or pay procedural changes and to identify and resolve any pay processing issues. As part of the HRIS, a feature called Employee Self Service (ESS) has also been implemented, with schools individually deciding when and how the roll out of ESS functions will be made. Employees should now have access to their ESS log on details and information about school ‘help’ contacts. Support will continue for four weeks after the ‘Go Live’ date by the HRIS Implementation Team to support pay office staff through the first two pay cycles with the new system.
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16
The Independent Voice
May 2009
US C FO ... ON
Occupational Health and Safety (OHS) The National Review into Model Legislation
Over the last 18 months, extensive work has been done in defining and redefining the system of workplace health and safety in Australia. All stakeholders – workers, unions, employers, employer associations, industry specialists, health practitioners, legal professionals, researchers and the like – have had their contributions considered as part of the National Review into Model Occupational Health and Safety (OHS) Laws. Broadly, it is safe to say that governments across the nation have adopted similar approaches in regulating towards safer workplaces. Each state has a principal OHS Act outlining common law duties of care, supported by detailed regulations and codes of practice, as well as a system of education, inspection, advice, compliance activities and, where appropriate, prosecution. Despite these commonalities, there are differences between these jurisdictions as to the form, detail and substantive matters in OHS legislation, particularly in regard to duty holders and duties of care, defence mechanisms, compliance regimes and penalties.
The first meeting of the Council of Australian Governments in 2008 endorsed a regulatory reform agenda, which included looking at the harmonisation of OHS legislation. In response to this, in April 2008 the Minister for Employment and Workplace Relations and Deputy Prime Minister, the Honourable Julia Gillard MP, appointed the review panel to look at OHS legislation in each state, territory and commonwealth jurisdiction with a view to making recommendations on the best possible structure and content of model legislation that could be adopted across all jurisdictions. At the outset of this National Review, the health and safety of Australian workers was acknowledged as a key concern of Australian governments at all levels.
international studies and considered relevant recommendations and outcomes from these as part of their deliberations. From their deliberations, the review panel has now made the following key recommendations: •
•
•
• As well as examining the current legislation in each jurisdiction to identify best practice, common practice and inconsistencies, the review panel was asked to look at relevant work already undertaken by Australian Safety and Compensation Council, Australian governments and other
The production of a single principal OHS Act, housing industry-specific or hazardspecific regulations. Where any separate legislation is unavoidable, it must be as consistent as possible with the harmonised laws; Duty of care to be extended to include all persons – workers, visitors or the general public – affected by a business or undertaking; The term “reasonably practicable” to be used to qualify duties of care, rather than as a defence; Three tiers of offences should be developed:
1. Category 1 to be the most serious cases of non-compliance involving recklessness or gross negligence and serious harm; 2. Category 2 would deal with serious harm or risk of it without recklessness or negligence; and
3. Category 3 would apply to all other breaches. • The most serious breaches should be indictable offences (permitting trial by judge and jury); • Significant increases in fines are recommended; • The onus of proof should be on the regulator, not the duty holder; • Streamlining of definitions including business or undertaking, health, officer, due diligence, worker, workplace, OHS service provider and person with management or control; • Election of workplace Health and Safety Representatives (HSRs) and committees, their functions, rights and powers; • Adoption of the Queensland provisional improvement notice arrangements; • Provisions allowing immediate cessation of work by workers, and the capacity of HSRs to direct the cessation of work in applicable circumstances; • Businesses should employ suitably qualified people to advise on health and safety matters. Appointment of Workplace Health and Safety
•
Officers (WHSOs) is also recommended; and Nationally consistent training and qualifications for inspectors should be implemented.
It is important to note that most of these provisions were already features of the Queensland Act. The National Model Act will also accommodate some definitions lifted from other jurisdictions that are superior to the provisions in our State Act. The next stage of the drafting of the Model Act and regulatory impact statement commenced at the end of March, 2009. The Model Act is to be finalised by September 2009 and all aspects are expected to be adopted in each state and territory by the end of 2011. QIEU will continue to monitor the progress of the review and will continue to report back on the affects that these recommended changes are having on our own state legislation.
Danielle Wilson Industrial Services Officer
Provisional Improvement Notices (PINs) – A new approach to reporting OHS breaches While the current national review into occupational health and safety legislation has been underway, the Queensland Council of Unions (QCU) has been successful in obtaining an amendment to the Queensland Workplace Health and Safety Act 1995 that will improve the workplace health and safety of Queensland workers. The Workplace Health and Safety and Other Legislation Amendment Act 2008 gives the power for qualified Health and Safety Representatives (HSR) to issue Provisional Improvement Notices (PIN) in workplaces. From June 2009, a qualified HSR will be empowered to issue a PIN in their workplace where, after consultation, there has been a failure to remedy actual or possible breaches of the Workplace Health and Safety Act 1995. As the Act states that the duty of care in workplaces extends to workers and visitors as well as employers, a qualified HSR will be able to issue a PIN on
anybody who is reasonably believed to have breached any provision of the Act. To be considered qualified, HSRs who have undertaken the accredited Workplace Health and Safety Representative training (course number 30630QLD) in 2007, 2008 or 2009, will be required to undertake an additional three hour training module focussed specifically on the introduction of PINs. If a HSR has not undertaken the accredited workplace health and safety representative training during this time, they will be required to undertake the full three day workplace health and safety representative course which now incorporates the PIN training before they will are able to issue PINs. There is a legislative requirement that employers meet the cost of this training. Any member who is currently the elected HSR for their workplace should be ensuring that their training is up to date and that they complete the required PIN training module as
soon as possible. If your workplace has more than 30 employees, it is a requirement under our Act that a Workplace Health and Safety Officer (WHSO) be appointed to report on workplace health and safety issues for the employer. However, this is not the same role as a HSR, who is elected by their colleagues with the intent of being able to raise issues on behalf of their colleagues. The Act provides that every workplace is entitled to have one elected HSR regardless of the number of employees, with the capacity to negotiate with the employer for additional representatives where it is deemed appropriate. These representatives cannot be chosen by the employer, but rather must be worker nominated and voted on by their colleagues. QIEU are empowered under the Act to assist with the election of a HSR if
requested. If your workplace does not have an elected HSR, please contact your staff representative or speak to your organiser. The capacity for Health and Safety Representatives to issue PINs represents a significant shift in the power balance in the workplace. This is a considerable achievement, and it has been recommended for inclusion into the National Model Legislation by the National Review into Model Occupational Health and Safety (OHS) Laws. It recognises the importance of health and safety in our workplaces and, given the increased duty of care to all people within a workplace, it is more important than ever to ensure workplace health and safety concerns are adequately dealt with in the workplace. Danielle Wilson Industrial Services Officer
The Independent Voice
May 2009
17
Pay Equity – A legal and industrial perspective Pay equity is a very complex issue as there are numerous intersecting historical, social, economic and political reasons for pay inequity. “Pay equity” means equal pay for equal or comparable work. There are two distinct aspects to the concept of pay equity. ‘Equal pay for equal work’ is one aspect of the problem and was the cause first taken up by the women’s movement in the 1970s. It very simply means the same pay for men and women doing the same job. There have been significant gains made in this area and in the majority of sectors, men and women are now paid the same wages for the same work. There still remains problems with this aspect of pay equity though, particularly in the area of wages for highly paid executives and other senior managers, where women doing the same work as men are paid demonstrably and significantly less. This aspect of pay equity also remains a problem in our sector, as female principals are often paid less than their male counterparts. The second aspect of pay equity is complex and is a major challenge for those fighting for equality. This aspect of pay equity involves the proper valuing of femaledominated professions and the appropriate rewarding of those professions when compared to male-dominated professions which require similar or comparable skills and abilities.
An example of this aspect of pay inequity is the child care sector. Although male and female child care workers are technically paid the same salaries, it is very arguable that the profession as a whole is underpaid and undervalued when compared with other male-dominated professions utilising a similar level of skill and ability. Unfortunately, the Australian industrial system has historically and systematically discriminated against women workers in both these aspects of pay equity; by both failing to ensure equal wages for equal work and by undervaluing the skills and qualifications associated with work carried out by women. This institutionalised inequity began over 200 years ago with the very first minimum wage decision of the Conciliation and Arbitration Court; the famous ‘Harvester Judgement’ handed down by Justice Higgins. The Court adopted a ‘male breadwinner’ minimum wage formulation which was derived from the amount a man would require to keep himself and his family in “frugal comfort”. The obvious consequence of this gendered construction of the minimum wage was that women’s wages were fixed at lower rates because women, according to the formulation, did not have anybody but themselves to take care of. The Harvester Judgement was a very important decision in the development of a fair industrial system in Australia, but it is important to remember that it also enshrined and perpetuated
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existing gender stereotypes within our industrial legislation and instruments. The law is notoriously slow to catch up with social change and the industrial system has been no exception. However, most blatant institutionalised inequities have now been removed from the industrial system and provisions enabling parties to positively address pay inequity have been enacted in some jurisdictions. It has been the state governments which have led the way in advancing pay equity reform in Australia. It is widely accepted that Queensland and New South Wales have the most progressive pay equity provisions in the country. Unfortunately, the federal jurisdiction has not been as progressive as some of the states, and of course WorkChoices significantly wound back any gains that had been made. The WorkChoices regime greatly reduces any capacity to prosecute pay equity cases at state and federal levels and undermines pay equity by stripping the safety net upon which many women are reliant and restricting the capacity of unions to represent employees.
this type of system have been well documented. Thankfully, the WorkChoices regime will cease to exist when Labor’s Fair Work Bill (FWB) commences on 1 July this year. The FWB is a great improvement on WorkChoices in terms of its pay equity provisions, but is certainly not up to the “best practice” standard contained in other state legislation. Importantly, the FWB will allow Fair Work Australia (FWA) to make orders to ensure equal remuneration for men and women workers for work of equal or comparable value. Further, equal remuneration for work of equal or comparable value is listed as an object of the minimum wage function of FWA and of modern awards. However, there is no express requirement for FWA to consider equal remuneration for work of equal or comparable value when approving enterprise agreements, which is problematic as the new system intends to make enterprise agreements the primary instrument setting wages and conditions in this country.
net and relegates minimum conditions to legislation, which has the potential to increase the gender pay gap significantly. It is possible that female dominated non-unionised sectors with limited bargaining power may be left further and further behind as the award system and national employment standards become more and more out of step with outcomes in sectors with stronger bargaining power. However, the new legislation will provide an opportunity for unions to close this gap. If effective, the Low Paid Bargaining Stream could help bring the benefits of bargaining to female dominated industries which historically have missed out, for example cleaning, child care and community services. This may prove a very important legislative tool with which to address pay inequity. The Fair Work Bill is certainly an improvement on WorkChoices, but much remains to be done to ensure that pay inequity is actively and effectively addressed by our legal and industrial structures.
This new emphasis on enterprise bargaining holds some dangers in terms of pay equity.
Perhaps most significantly, the WorkChoices regime moved Australia’s industrial relations system towards individual wagesetting arrangements and reduced the role of collective agreements and awards.
There has historically been a gap between low paid workers on minimum wages (predominantly women) and employees able to negotiate over award conditions (predominantly men).
The gendered consequences of
The FWB reduces the award safety
Sophie Ismail Industrial Officer References: 1 Gillian Whitehouse, Submission to the 2007 Pay Equity Inquiry, at Page 1 2 Professor David Peetz, Assessing the Impact of ‘WorkChoice’s – one year on, Report to the Department of Innovation, Industry and Regional Development, Victoria, March 2007, pp 54 - 58
Calliope Kindy donates to appeal Calliope Kindergarten children and staff wore crazy hair to raise money for the North Queensland Flood and Victoria Bushfire Relief Fund as part of QIEU’s call for its members to make donations. The QIEU Chapter at the kindergarten organised the ‘Tuckshop and Crazy Hair Day’ to encourage the children to bring a donation to help those children who had experienced hardships to rebuild their kindys, while at the same time incorporating a fun day. Director and QIEU member Karen Quinn said in discussions at group times it became obvious that the children in the three day group at the kindy had become aware of the disasters of the Victorian bushfires and the North Queensland floods.
ABOVE: Calliope Kindergarten children and staff wore crazy hair to raise money for the North Queensland Flood and Victoria Bushfire Relief Fund
“In view of their feelings about this, it seemed appropriate to do what we could, as early learners in an ‘untouched’ kindy, to help other children who may have had their special places of early
learning destroyed,” Karen said. The kindy raised $64 from the ‘Tuckshop and Crazy Hair Day’ to donate to the appeal.
18
The Independent Voice
May 2009
QIEU raise awareness of breast cancer
Letter to the Editor... THANK YOU QUEENSLAND FOR BEING BRAVE AND SUPPORTING THE 2009 WORLD’S GREATEST SHAVE Queenslanders of all ages and backgrounds once again took up the challenge to be brave and shave in support of patients and their families living with leukaemias, lymphomas, myeloma and related blood disorders. On behalf of the Leukaemia Foundation, I extend a sincere thank you to the 30,000 Queenslanders who shaved, coloured or waxed their hair for this year’s World’s Greatest Shave. The Leukaemia Foundation has been overwhelmed with the success of World’s Greatest Shave this year, and we are now busy collecting the funds raised from the hundreds of shave events held across the state over the past few weeks. Although it is too early to predict how much has been raised, we are on target to reach our goal of $3 million. The support given to the event by schools, communities, businesses, mining operations, government bodies, social and sporting clubs, individuals and the media has been outstanding. The wonderful generosity of Queenslanders never fails to amaze us. Queenslanders continue to embrace World’s Greatest Shave as an opportunity to show empathy for those living with blood cancers who may lose their hair as a side effect of potentially life-saving medical treatment.
ABOVE: QIEU staff including Danielle Wilson, Camille Furtado, Kay Holloway, Narelle Morris with Callan and Rhody Wilson, take part in the Mother’s Day Classic at Southbank on Mother’s Day in May
The National Mother’s Day Classic is one of the largest fundraising events held each year on Mother’s Day for the National Breast Cancer Foundation. In Queensland, the Queensland Unions for Paid Parental Leave team registered for the Brisbane event with a number of QIEU staff and their families and friends participating. The QIEU team was up bright and early to conquer the 4.5 kilometre walk in swift time, with some participants being even braver and taking on the eight kilometre run. While the event was a great opportunity to highlight the nationwide Paid Parental Leave campaign, the Mother’s Day Classic also gave participants the chance to make a real difference
to the lives of those diagnosed with breast cancer. All proceeds from the event go directly into further research to help with prevention, treatment and cure of breast cancer. Following on from previous years, the ACTU also coordinated teams under the Your Rights@ Work banner. As the major sponsor, Members Equity Bank said that this year’s Brisbane event attracted over 10,000 participants, with thousands more taking part in walks held in each capital city and major regional centres across Australia.
Money raised from the World’s Greatest Shave will help the Foundation continue to provide free care and support services for patients and their families, as well as fund researchers who are making ground breaking progress in the search for less invasive treatments and cures. Receiving no ongoing funding, the Leukaemia Foundation relies on the generosity of the community and the private sector to deliver its Vision to Cure and Mission to Care. Thank you Queensland once again, for being brave and helping to make World’s Greatest Shave 2009 a great success. Your support will truly make a difference to the lives of patients and their families, now and in the future. Yours sincerely Peter Johnstone Chief Executive Officer Leukaemia Foundation of Queensland
Danielle Wilson Industrial Services Officer
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The Independent Voice
May 2009
Legal Briefs
19
Andrew Knott, Macrossans Lawyers
SECRET FILMING OF STUDENTS AMOUNTED TO “UNACCEPTABLE PROFESSIONAL CONDUCT” In March 2009, the General Teaching Council for England announced the decision in a Professional Conduct Committee hearing. The decision resulted in the suspension for a period of one year of a registered teacher from registration because of secret filming of students. The concepts in the relevant legislation were “unacceptable professional conduct” and “conduct which falls short of the standard expected of a registered teacher”. The particulars of the allegations, which were admitted by the teacher, read as follows: “That during the academic year 2004/2005 whilst engaged as a supply teacher at two schools in London and two schools in Leeds, you covertly filmed pupils and colleagues without their knowledge or permission or the knowledge or permission of the pupils’ parents and/or guardians.” The findings in respect of the allegations were: “Having found the facts proved, we further find that Ms Dolan’s actions in having, during the academic year 2004/2005, whilst engaged as a supply teacher at two schools in London and two schools in Leeds, covertly filmed pupils and colleagues without their knowledge or permission or the knowledge or permission of the pupils’ parents and/or guardians amount to unacceptable professional conduct.” The Committee observed that covert filming of pupils by a registered teacher is “unacceptable, other than in wholly exceptional circumstances”. The Committee noted that such filming or photographing of pupils in schools for legitimate purposes is “strictly controlled” and the subject of guidance and procedures in schools throughout England and also that permission was essential. Observing that teachers hold “a privileged position of trust in relation to pupils who come under their care”, the Committee observed that secret filming by a teacher in the school environment without knowledge or permission is “clearly unacceptable
in principle”. The Committee added that when children go to school they have a “reasonable expectation” that they will not be filmed surreptitiously. By way of aside, the Committee observed that though there had been less discussion of the significance of covert filming of colleagues “a teacher also has obligations and responsibilities to professional colleagues and again, we are of the view that a secret filming of them is in most circumstances a breach of trust”. Under the heading “The role of a registered teacher”, the Committee observed: “A registered teacher must comply with the standards of professional conduct set by the GTC. The teacher’s first duty is act in the best interest of pupils. In practical terms, put simply, the teacher’s core responsibility is to teach. This should be his or her focus and priority at all times in the classroom. A teacher should not enter the classroom with another, competing agenda. In this case, Ms D did have another agenda, which was to obtain material for the documentary she wished to make for Chameleon Television Limited and Channel Four. From our own observations of the film, we have reached the conclusion that, while we do not doubt her genuine intentions, Ms D was following her filming agenda and that this had some impact on her behaviour in the classroom, for example in the questioning style she adopted with pupils. Ms D was in a dual role at the schools in which she was employed – that of journalist and that of registered teacher. In these circumstances, these proved to be quite separate, and in our view, incompatible functions. We have reached the view that Ms D’s primary motivation was in her role as
journalist. We have heard the evidence of how the making of this film originated. Mr Allen Jewhurst, the managing director of Chameleon Television Limited, told us about his first meeting with Ms D and that she had already decided to seek a career in film making/journalism. The concept of this film came about when Mr Jewhurst asked Ms D what she loved doing and she described her previous teaching career and her passion for science. When she described some of her experiences as a supply teacher, the suggestion arose that there might be a film on schools to be made. From Ms D’s evidence to us, we reached the view that she had not given detailed consideration to, or even fully understood the obligations and professional duties of a registered teacher under the GTC’s Code of Conduct for registered teachers and how those might be affected by her decision to film pupils covertly. The evidence of the witnesses involved in the making of the programme from Channel Four indicated that she was advised to consider her position as a registered teacher. Ultimately, however, the programme makers were not teaching professionals. As a registered teacher, Ms D bore the responsibility to consider the implications of her own actions in the context of the professional standards of her profession. We conclude that her answers in evidence to us demonstrated she
had not fully thought this through. In response to questions from the Presenting Officer for the GTC about what consideration she had given to the ethical issues involved for her as a teacher in undercover filming, Ms D was only able to say that she thought it might be “controversial”. She accepted that she had not sought advice from a teaching union or other registered teachers on the implications.” The background was that this teacher, in addition to discharging teaching duties, had “another agenda” which was to obtain material for a documentary she wished to make for a television station. The Committee concluded that whilst they did not doubt the teacher’s “genuine intentions”, she was, in secretly filming the students, following her filming agenda. The dual role lead to “incompatible functions”. Indeed, the Committee held that the teacher’s “primary motivation” was in her role as a journalist. It was held that the teacher had not given detailed consideration to “or even fully understood” the obligations and professional duties of a registered teacher under the relevant Code of Conduct. (This is an important point – in professional registration cases, failure to understand the conceptual basis on which the relevant conduct is inappropriate is quite a significant consideration).
The purported justification, namely the public disclosure of disruptive behaviour in schools, was held not to be a sufficient justification for the secret filming of students. The Committee found it “difficult to accept” that the film exposed anything significantly new or different justifying the abuse of pupil’s trust and the departure from professional standards by covert filming”. The sanction was suspension for a period of one year. A prohibition order was considered but particularly because of the teacher’s insight (evident from her evidence) into the inappropriateness of what she has done and assurances given to the Committee, it was determined that suspension for a period of one year would be sufficient. This is the second of these cases in a period of a few years in England. This case, as with the former case, is a reminder not only of the specific issue in the case, but also of the fact that registration authorities will be vigilant in ensuring that teachers do not have in the discharge of their duties as registered teachers, other objectives incompatible with the welfare of the students in their care.
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The Independent Voice
May 2009
New educational children’s website launched Australian-based website www.habitatheroes.com has been launched, providing a safe and fun resource for children with an educational and environmental focus. The exciting new online adventure game specifically designed for children will make learning about social and environmental issues fun.
ELICOS Industry Network Meeting June 3 - Venue to be confirmed Fraser Coast Area Meeting June 3, 4pm - White Lion Hotel, 37 Walker Street, Maryborough
While it is fun for kids, the site has taken great care to ensure its material is relevant as a resource for children and educators. Lesson plans and activities have been developed to provide the best learning outcome for children.
Mackay Branch Meeting June 10, 4pm - QCU Building meeting room, 41 Brisbane Street, Mackay North Queensland Branch Area Meeting June 17, 3:30pm - St Mary’s Primary school, 39 Poole Street, Bowen
Launched in BETA testing mode on Earth Day on 22 April, the website is the first of its kind - an imaginative online adventure world that combines the fun of online games, quizzes, activities and social networking to educate young eco-warriors in a safe environment. Designed for children between the ages of six and 14, Habitat Heroes aims to encourage children to learn about social and environmental issues by interacting and exploring 15 different games, based on real-life scenarios facing different countries around the world. The website is free to register and once a member, children take on an endangered species as their online character and create a life for it, while playing games, reading fun facts about the planet and communicating with other young environmentalists. Children earn ‘Creature Cash’, which can be banked and spent on outfits, healthy food or on decorating the habitats where their characters live. The number of characters for a specific
QIEU meeting dates
Metropolitan Branch Industrial Relations training Day 2 July 30, 8:30pm-3:00pm - QIEU Brisbane Office, 346 Turbot Street, Spring Hill Metropolitan Branch meeting August 6, 4:15pm - Venue to be confirmed
Above: The homepage of children’s educational website, habitatheroes.com
species corresponds to the number of members of that species existing in the real world. For instance, only 3,600 members who sign-up can choose the black rhinoceros as their character, corresponding to the 3,600 black rhinoceros in existence. The site will introduce a new endangered species once the old one is retired. Some of the games focus on different environmental issues, such as water scarcity in developing countries or ways to help solve global warming. Competitions, treasure hunts and online events tie in with real-world
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Going for Promotion? Need help with your application? Need help with your application? Give yourself the best chance!
Introducing our new Online Packages for Application Writing & Interview (for promotions positions in independent schools) Developed by a former principal and teacher of 35 years’ experience, these highly practical, plain English packages (delivered to you by email) contain a detailed booklet and powerpoint to guide you through the process of ¾ crafting your cover letter ¾ developing your CV for maximum impact ¾ creating dynamic responses to criteria ¾ preparing for a top interview performance The packages contain practical examples and advice for aspiring Catholic & independent school leaders at all levels. Middle managers’ packages: $135 Deputy Principals’ packages: $135 Principals’ packages: $165 Full school site licence: $499 Tel 0411 245 415 i email rbowman@bigpond.net.au Order direct from our website
www.professional-resume.com.au i Individual assistance is also available i Teachers’ Professional Résumés ABN 40 833 718 673 Rick Bowman, BSc, MEd, DipEd, MACE, FAIM
environmental events like World Water Day to keep the site fresh and evolving. The website also ensures that safety features such as strict foul language monitors and safe chat servers are built in to the site. Habitat Heroes gives children a safe environment in which to play, interact and learn. Parents can also monitor children’s chats by opting them into safe chat servers. New members can sign up any time. For more information, go to www.habitatheroes.com.
Teacher Exchange 5 years Teaching Experience +
QIEU Membership
= OPPORTUNITY! Work overseas & retain your accrued entitlements UK, Ontario, Alberta, British Columbia, New Brunswick, Canada, Colorado, USA Check out our website www.qieu. asn.au Click on About Your Union, then Membership Info and click Overseas Exchange Program Contact Jenny on (07) 3839 7020 (Free Call) 1800 177937 jennyz@qieu.asn.au
Moreton Branch meeting August 20, 4:00pm - Fig Jam Café, 59 Limestone St, Ipswich Moreton Branch meeting and dinner October 15, 4:00pm - Metropole Hotel, 253 Brisbane St, Ipswich Visit www.qieu.asn.au for further information.
Advanced Skilled Teachers Round Timeline 2009 Experienced teachers in Brisbane Catholic Education (BCE) schools have had the option of applying for advanced skills status. People who hold AST status (AST1 or AST2) receive an allowance recognising their status. In April AST expiry letters were sent to AST holders and eligibility letters sent to teachers with an AST application. Further timelines for this process include: Wednesday, 27 May Training and Information Session (1) in Gympie presented by QIEU and Brisbane Catholic Education (notify attendance to BCE). Thursday, 4 June Training and Information Session (2) in Ashmore presented by QIEU and BCE (notify attendance to BCE). Thursday, 11 June Training and Information Session (3) at O’Shea Centre, Brisbane, presented by QIEU and BCE (notify attendance to BCE). Monday, 15 June Intention to Apply Forms to be returned to BCE. Thursday, 18 June Training and Information Session (4) in Daisy Hill presented by QIEU and BCE (notify attendance to BCE). Monday, 13 July Eligible applicants should have received information packages and Application Forms. Friday, 7 August Applications to be lodged with the Chair of the Validation Panel, i.e. Principal of the school Friday, 13 November All applications to be validated and recommendations to be forwarded to BCE by this date.
The Independent Voice
May 2009
Lavender appeal to raise leukaemia awareness
EVENTS DIARY QSA Principals Forums Principals and deputy principals are encouraged to attend the 2009 QSA Principals Forums. The forum themes include: the transition to a national curriculum; school leadership, accountability and transparency; and building on the Queensland Certificate of Education. The forums are free, with registration available when venues and times are confirmed. Locations and dates: • Bundaberg, 2 June • Sunshine Coast North, 4 June • Brisbane South, 11 June • Toowoomba, 12 June • Brisbane Central, 16 June • Mackay, 19 June • Rockhampton, 23 June • Longreach, 24 June For more information contact events administration on (07) 3864 0471 or email events@qsa. qld.edu.au
Hospitality Studies Senior Syllabus 2009 workshop Teachers of the current Hospitality Studies and prospective teachers of the revised Hospitality Studies Senior Syllabus 2009 to Year 11 students from 2010 onwards are invited to attend the Introducing the Hospitality Studies Senior Syllabus 2009 workshop. The workshop will introduce teachers to the revised Hospitality Studies senior syllabus and provide guidance for completing a work program. Participants have the opportunity to: develop knowledge and understanding of the content, processes and skills of the Hospitality Studies Senior Syllabus 2009; highlight, compare and discuss changes to requirements, including VET certificates; work individually and in groups to apply knowledge of the syllabus to develop teaching and learning plans (work programs) that detail how the course of study will be delivered and assessed; share ideas for effective delivery of the subject; and network with personnel from other schools to establish and sustain collegial relationships and professional networks. Locations and dates: • Gold Coast, 3 June • Rockhampton, 10 June • Brisbane North, 16 June Cost is $85 per participant. For more information events@qsa. qld.edu.au or (07) 3864 0471.
Literacy and Numeracy early years workshop Early years teachers, Heads of Curriculum, Deputy Principals and Principals with the
responsibility of overseeing teaching and learning in the early years are encouraged to attend the Building success in literacy and numeracy in the early years workshop. The day will unpack the QSA curriculum materials for the early years of schooling. The workshop will focus on: the contribution of the early years to QSA’s Learning P-12 approach; resources that support curriculum continuity for teaching, learning and assessment; Year 1 Learning Statements; Learning P-3 - Literacy and Numeracy indicators; Connections to Early Years Curriculum Guidelines and Essential Learnings for English and Mathematics by the end of Year 3; building consistency of teacher judgment using assessments; and using P-3 Literacy and Numeracy indicators to inform teaching and learning. Participants have the opportunity to: develop knowledge and understanding of curriculum materials for the early years; explore, discuss and develop knowledge of the Year 1 Learning Statements; explore, discuss and develop knowledge of Learning P-3 - Literacy and Numeracy indicators; explore processes to enhance consistency of teacher judgment using assessments; discuss use of the Learning P-3 - Literacy and Numeracy indicators to inform teaching and learning; and network with personnel from other schools to establish and sustain collegial relationships and professional networks. Cost of the workshop is $116 per participant. To find out more email events@qsa.qld.edu.au or phone (07) 3864 0471.
Aboriginal andTorres Strait Islander perspectives workshop In a joint initiative with the Queensland Indigenous Education Consultative Committee (QIECC) Dare to Lead, Principals Australia Department of Education and Training (DET), Queensland Catholic Education Commission (QCEC), Independent Schools Queensland (ISQ) and Queensland Studies Authority (QSA), the theme of the workshops is Relationships, which signifies the importance of engagement between community and school in order to appropriately and accurately include Aboriginal and Torres Strait Islander perspectives in the curriculum. The workshops aim to enhance a shared partnership in building a common vision and focus for best-practice pedagogy and curriculum in Queensland valuing Aboriginal and Torres Strait Islander perspectives, knowledges and ways of working. Participants have the opportunity to: share experiences of embedding Aboriginal and Torres Strait Islander perspectives and build partnerships
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to support and sustain initiatives; explore the Aboriginal and Torres Strait Islander perspectives within the Essential Learnings and resources to support implementation; develop knowledge and understanding to embed Aboriginal and Torres Strait Islander perspectives within the curriculum ; and network with personnel from other schools to establish and sustain collegial relationships and professional networks. Cost is free. Locations and dates: • Cairns, 28 May • Townsville, 29 May • Gold Coast, 18 June • Brisbane Central, 21 July • Toowoomba, 23 July • Mackay, 30 July • Mt Isa, 6 August • Wide Bay, 13 August • Sunshine Coast, 17 August • Barcaldine, 26 August • Brisbane/Ipswich, 3 September For more information phone (07) 3864 0471or email events@qsa.qld.edu.au
IAEA Conference The 35th International Association for Educational Assessment (IAEA) Annual Conference will be held in Brisbane from 13-18 September at the Sofitel. Theme for the conference is Assessment for a Creative World. The Conference is recognised as a major event in assessment, bringing together leading educational certification agencies, educational assessment experts and examination providers from across the world. The conference provides a forum for participants to share professional expertise and strengthen mutual understanding and relationships - aiming towards building a global educational assessment community. For more information go to www.iaea2009.com
QLD Safety Show The Queensland Safety Show from 16-18 June at the Brisbane Convention & Exhibition Centre is offering complimentary trade invitations to QIEU members to attend this year’s event. The 2009 show brings together more than 200 companies displaying a comprehensive range of Workplace Health & Safety products and services for a broad range of industries. The Trade Show is held concurrently with the Queensland Safety Conference which features more than 40 Australian and international speakers covering the latest issues in Occupational Health & Safety. For further information, visit www.qldsafetyshow.com.au
Lavender will be the colour and fragrance of choice throughout Queensland for the month of June when the Leukaemia Foundation holds its annual Lavender for leukaemia, lymphoma and myeloma appeal. Now in its fifth year, the Lavender for leukaemia, lymphoma and myeloma appeal aims to raise $200,000 for the Leukaemia Foundation of Queensland to help continue to support patients and their families living with leukaemias, lymphomas, myeloma and related blood disorders.
often means for a patient and family members. Regional families in particular are often required to relocate to Brisbane or Townsville, often within 24 hours of diagnosis, to immediately start potentially lifesaving treatment,” Mr Johnstone said.
Lavender merchandise will be sold throughout June including teddy bears, lapel badges, lip balm, pot pourri and soaps.
The Leukaemia Foundation provides some 35,000 nights of accommodation each year, completely free of charge, to patients and their families who relocate to Brisbane and Townsville for treatment and require last minute, or long term, accommodation. This is typically self-contained accommodation facilities which serve as a ‘home away from home’ for patients and their families.
The Leukaemia Foundation’s campaign has been developed around the beautiful lavender flower which symbolises healing, cleansing and longevity. These elements are integral to the Foundation’s Mission to Care and Vision to Cure.
In addition to accommodation, the Foundation also provides free personalised care and support to patients and their families including counselling, transportation, information, financial and practical assistance.
The Leukaemia Foundation of Queensland Chief Executive Officer, Peter Johnstone, said the fragrant fundraiser provides an opportunity for the community to assist those affected by leukaemias, lymphomas and myeloma whose lives are turned upside down following a diagnosis.
Money raised during the Lavender for leukaemia, lymphoma and myeloma appeal will provide the Leukaemia Foundation with much needed funding to continue providing the best possible care to patients and their families when they need it most.
“Many people don’t realise the complete upheaval a diagnosis
for e t No y... r dia
For more information or to volunteer, please contact the Leukaemia Foundation on (07) 3318 4454.
Jeans for Genes Day Friday, 7 August 2009
Pencil-in some fun to this year’s school calendar by organising a Jeans for Genes activity to raise money for the Children’s Medical Research Institute (CMRI). The CMRI investigates the development of the human cell to discover how things can go wrong. It is complex and costly work. But the CMRI’s discoveries will pave the way for treatments, preventions and perhaps even cures to relieve suffering and give all children a healthier life. For the past 15 years schools have been an invaluable part of the day’s successful fundraising. There are so many things schools can do to ensure their wonderful work continues. In 2008, schools across Australia raised approximately $600,000. This money goes into important research programs. This year it is hoped that schools can continue to support Jeans for Genes and build on previous results. Why not hold a jeans day where gold coin donations are collected or sell funky Jeans for Genes merchandise? You could also get the school band and other wannabe musicians/dancers together for a Jamm for Genes event. For the fashionistas among you - ‘Do it with denim’ is a creative denim design competition. The possibilities are endless but one thing is certain - all activities are guaranteed to bring everybody together for a great cause. What is a Jeans for Genes Day Genie? Genies help out on Jeans for Genes Day in your workplace, factories, schools and out on the streets. They help to promote the event, collect donations and take care of anything else that makes the day fun. They also raise money by selling Jeans for Genes Day products. To find out how your school can get involved and for information for aspiring ‘Genies’ to learn more about Jeans for Genes go to www.jeansforgenes.org.au
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The Independent Voice
May 2009
Global Issues EI European Committee tackles impact of financial crisis on education
Statement presented to UN Durban Conference
policy papers on issues including those arising from the work in education of the European union.
education sector in EU and EFTA countries and various other EU related issues were received by the Committee.
The Committee endorsed a series of recommendations from the Equality Standing Committee on such issues as coeducation, eliminating violence against women and sustaining expenditure on promoting equality during the economic crisis. Proposals for the holding of the next regional conference in Warsaw in November was also endorsed.
The Committee members received the final report on the Impact of Pension Reforms on Female Teachers and the report of the outcome of the ETUI/EI/ETUCE study on the payment of teachers.
The joint Global Unions statement by Education International, the Public Services International (PSI) and the International Trade Union Confederation (ITUC) was presented in April to the 2009 United Nations World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance (WCAR) in Geneva, Switzerland. Over 40 trade unionists belonging to 25 national trade unions, took part in the conference to evaluate the implementation of the Durban 2001 Declaration and Programme of Action against Racism, Racial Discrimination, Xenophobia and Related Intolerance.
The impact of the financial crisis on education services and on teachers salaries was one of the dominant issues considered when the EI European Regional Committee, which also includes the Executive Board of ETUCE, the body which deals with the European Union issues, met in Brussels in April. The Committee dealt with a wide range of issues, including proposed by-laws for new European regional structures, reports and recommendations from the Equality and Higher Education Standing Committees and a range of other reports and
Reports on the development of the social dialogue process in the
These reports will be made available to member organisations in a printed format in the near future and will also be published on the EI Europe section of the website when the final editing has been completed.
Investment in Quality Public Education For All is the Key to Recovery The key message delivered by EI General Secretary Fred van Leeuwen at the second congress of the Teachers’ Union of Nepal (TUN) on April 21stated that “We must go on the offensive. In every country, in every region and globally. We must turn crisis into opportunity. For we have a powerful case to make, and to show that investment in quality public education for all is the key to recovery, the key to eradicate poverty, and the key to democratic development.” The TUN was established in 2001 to facilitate the dialogue between the teaching profession and the public authorities of Nepal. It is mainly composed of the EI member organisations in Nepal, the Nepal National Teachers’ Association (NNTA) and the Nepal Teachers’ Association (NTA), which represents more than 70 per cent of the country’s teaching force. More than 500 delegates discussed the pressing challenges facing the country’s education system. Overcrowded classrooms, staggering drop-out rates, and an increasing divide between public and private education.
A recent agreement between the government of Nepal and the international donor community, including the World Bank, to transfer the management of schools to local community groups is meeting strong resistance. The education unions fear that it will lead to an influx of unqualified para-teachers and a further deterioration of teachers’ terms and employment conditions. The country urgently needs to train and recruit 64,000 teachers, as outgoing TUN president Keshav Prasad Bhattarai warned government representatives and leaders of the political parties present at the congress that the unions may have no choice but to resort to industrial action. Education quality is suffering badly, particularly in remote areas where primary school classes with more than 300 pupils are no exceptions. In his address to the congress participants, the EI General Secretary reminded the Nepalese government that the right of every child to education is the right to quality education and the right to a qualified teacher. He said that Education International fully understands that as the resources
needed to achieve Education For All are falling short, Nepal will continue to depend on the commitment of the international community to help achieve its educational goals. He assured them that “in our contacts with lending agencies, we insist extra funding be made available for Nepal and other low-income countries to help them to reduce the effects of the global economic crisis, to aid in the recovery of their economies and meet the Millennium Development Goals.” Van Leeuwen also addressed the country’s turbulent past: “Many times we had to intervene when Nepalese governments choose to ignore core labour standards and deny our profession the right to organize and bargain collectively,” he said. “And we should never forget all those teachers who lost their lives as victims of violence and repression. But this was the past. Now we look at the future and at the role you can play in building a democratic and prosperous society with equal opportunities for everybody.”
Burmese teacher and other unionists detained A Burmese teacher activist and four other trade unionists were arrested in April after taking part in the historic first National Congress of the Federation of Trade Unions of Burma (FTUB). Zaw Myint Aung, a teacher from South Okkalapa, was arrested on 1 April. She and four other trade unionists were taken from their homes in Rangoon after participating in the FTUB Congress as delegates. Besides Aung, the other detained trade unionists included three textile factory workers and one health care worker. They were all held
without any explanation and without being formally charged.
fundamental rights by Burma’s military rulers.
Fortunately, they were released on 10 April following protests from the International Trade Union Federation (ITUC) and several other unions, as well as strong urging from the ILO.
ITUC General Secretary Guy Ryder said: “This latest act demonstrates once again the determination of the junta to block any form of democratic activity and to clamp down on any form type of dissent from its iron rule.”
The ITUC’s appeal to global labour expressed the concern that the five may have been tortured while being detained. In its letter to Burmese military junta leader, General Than Shwe, the ITUC called FTUB a legitimate labour organisation which was facing yet another serious violation of
The three-day FTUB Congress was held in a border area inside Burma, and the fact that courageous Burmese trade unionists conducted democratic proceedings inside the highly repressive country is historic.
Please find below the text of the statement by ITUC, PSI and EI to the UN Conference on the review of the Durban declaration and action plan (South Africa – 2001) concerning racism, racial discrimination, xenophobia and related intolerance: The International Trade Union confederation (ITUC), Public Services International (PSI) and Education International (EI), fully support the holding of this Conference, considering it to be of major importance, particularly within the current context in which discrimination of every kind is worsening and having serious repercussion not only on the workers concern on the working of our economies and societies in general. The trade union movement expresses its commitment to the Conference goal to eradicate racism, discrimination and related intolerances. The ITUC, PSI and EI appreciate the challenges and constructive efforts made to adopt the outcome document as this Review Conference. The international trade union movement will continue to hold member States accountable through their national commitments to combat and eradicate racism, xenophobia and all forms of discrimination. The international trade union movement deplores that certain categories of people vulnerable to racism and xenophobia have received inadequate attention through this Conference process, specifically those who are discriminated against for reasons of caste, sexual orientation or gender. In addition, the international trade union movement has observed that important gaps remain, particularly as regards discrimination in the world of work, since despite the legislative progress in some countries on equality issues; discrimination at work remains the principal form of racial discrimination. The international trade movement is also very concerned that the Millennium Development Goals (MDGs) are not presented as key links in the chain of actions for fighting racism and xenophobia. Failing to fill this gap will come at the risk of missing the main point of this Conference. For these reasons, and with a view to ensuring respect of human and employment-related rights, the international trade union movement will continue to advocate that member States implement the following: 1. A universal approach should predominate, both in the identification of problems and in the search for solutions. The governments need to reaffirm their commitment to the goals and principles of equality and non-discrimination contained in the Universal Declaration of Human Rights. The governments must ensure that all the victims are recognized and benefit from adequate responses to the problems of discrimination they face. 2. Respect for the universal right of all to a decent work, good working conditions, equal pay and adequate income to cover their essential economic and social needs. 3. Recognition of the existing international legal framework and, above all, an emphasis on the importance of the ratification and concrete application of these standards, in particular ILO standards, through their transposition into national legislation. 4. A preventive approach must be a vital component of all policies for combating racism, xenophobia and all forms of discrimination. Investigations, sanctions and compensation for the victims must also be considered as preventive measures. The trade union movement calls upon members States to use decent work as a tool to combat all forms of discrimination, by reaffirming their commitment to the creation of healthy, just and equitable economies, through the implementation of strategies aimed at productive and full employment. Geneva, April 21, 2009 For more information or to enlist your support for education workers worldwide, visit Education International’s website www.ei-ie.org. The IEUA is an affiliate of EI.
The Independent Voice
May 2009
Student talent showcased in literary competition’s 50th year Teachers throughout Queensland are being encouraged to get their school students involved in showcasing their literary talents as part of the 2009 QIEU, ETAQ and The Courier-Mail Literary Competition. The annual competition gives students the opportunity to be recognised and acknowledged for their outstanding literary works, and this year celebrates its 50th anniversary. Students entering this year’s competition can submit either a short story and/or poetry piece, with students in Years 11 and
12 also able to enter a work of non-fiction prose. The closing date for the literary competition entries is Friday, 17 July 2009 . Winners will be presented with their awards at a special ceremony held at The Bardon Centre on Wednesday, 14 October 2009. The competition is jointly sponsored by the Queensland Independent Education Union (QIEU), the English Teachers’ Association of Queensland (ETAQ) and The Courier-Mail. Competition entries are judged by ETAQ members and the winning
students will be presented with their awards by QIEU President Andrew Elphinstone. Guest speaker for the ceremony will be Queensland author, Jo Hinchcliffe. Founded in 1959, the Literary Competition is one of the oldest continuing competitions for school students in Queensland. More information on the competition, including entry forms, is available from www. qieu.asn.au or by contacting Event Coordinator Kay Holloway on (07) 3839 7020.
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Guest speaker: Author Jo Hinchcliffe Author, creative artist and poet in residence, Jo Hinchcliffe has had extensive experience in the area of Language Arts over the years. After many years of classroom teaching, including two, one teacher schools, and two years working as a teacher librarian, Jo then proceeded to spend six years in educational publishing dealing with published material for both primary and secondary schools. In 1987, Ashton Scholastic published her first book, The Hilton Hen House which was reprinted in 2003 as a Big Book. Now, in 2009, Jo is the author of 27 books for children and teachers. For the past 17 years Jo has been specialising in the area of poetry, and working in schools developing this genre. One of her poetry books is a dictionary of 54 poetry forms for teachers to model to students from Prep to year 9. Jo also lends herself to schools for classroom writing workshops on
poetry and creative writing and has recently published her latest book, with co-author Colin Campbell, called, Step Out of the Square, (strategies for helping children to write creatively). Jo also conducts teacher PD sessions on poetry and creative writing and encourages children and teachers to ‘think outside the box!’ To view Jo’s work and her writing tour dates, visit her website johinchcliffe.com
Health & Lifestyle Tips with Lauren Postans Exercise Physiologist, Health Educator
What does your waistline tell you? You may have noticed recent advertising in places such as bus stops targeting people’s waist line. The promotion is a joint Commonwealth-State Measure Up campaign which aims to get people to check their waist and, if necessary, reduce their waist measurement and, therefore, their weight. For most people a waist measurement of more than 94cm for men and 80cm for women is associated with increased risk of chronic disease. There is also a greatly increased risk with a waist measurement of more than 102cm for men and 88cm for women. Currently half of Queensland adults are at risk and a third are at very high risk. Carrying excess weight around the waist or heart area puts added stress on your major organs, such as your heart and lungs, which is why this type of measurement can be used by the majority of the nation to predict the health of the nation. Too many Queenslanders are suffering chronic disease, or will down the track, because they have poor diets and do not have enough physical activity. Queensland Health Acting Chief Health Officer, Dr Selvey, reports that: “If all overweight or obese Australians lost five kilograms, there would be a $44 million saving per year in health care costs due to diabetes alone.” Qld Health Media release, 16.1.09. Using a simple waist measurement can be a better indicator of health risks than the Body Mass Index (BMI) that has been used for many years. The BMI is your weight in kilograms divided by your height squared. An ideal BMI is between 20 and 24. There is a degree of possible error in this method of predicting health risks as it does not account for muscle mass and the fact that muscle weighs more than fat. Someone who does a lot of weight training may have a high BMI due to increased weight attributed to a high level of muscle. There are also weighing scales available now that can determine your body fat percentage along with your muscle mass, bone mass and hydration level. Clearly this type of measurement gives you a better picture of your overall physical health and can be used as a predictor for health risks. If you don’t have access to these scales, take out your tape measure and wrap it around your waist. If you are over the recommended measurement, make a decision to get healthy, exercise more and eat a healthier diet. For further information contact Lauren Postans by email: lauren@rothburyhealth.com.au
Dear Jo I have previously received help as I was having difficulty coping both at home and at work. I felt that I had really improved and that everything was under control, but I’ve noticed lately that I’ve been feeling more run down again, I’m not sleeping well and I’m feeling irritable and overwhelmed a lot of the time. I’m also losing my motivation for work all over again. I feel really disappointed that I’m slipping back and I kept hoping it is just a temporary “glitch” but it doesn’t seem to be getting better. I’m worried about what my family and colleagues will think if I get worse – I’ve already taken time off to recover and this was problematic enough for them. I’m worried about how they will react this time. Why is all of this happening again?
impaired. Frequently the individual resumes their previous behaviours or thought patterns when trying to cope, given that these responses are more practiced. From here, the individual is more vulnerable to re-experiencing the same core problem from which they had been recovering.
Sonia
I want to congratulate you for taking note of the decline you are experiencing. This can sometimes not be easy, just as an individual may find it difficult to face the onset of a problem, it can be daunting to face a setback in recovery. Teachers can often press forward, despite their difficulty, often due to their sense of professionalism. This is sometimes compounded by guilt associated with the impact it may have on others if you were to do things differently to lessen the impact on yourself, for instance, by taking time off. It is important though, that you take the lessons learned from seeking change following the onset of a problem and act early to prevent further decline. During recovery, self-monitoring is an essential tool in ensuring that you stay on track. If you are noticing that symptoms are reemerging this acts as a warning signal that your recovery is being
Dear Sonia What you are describing here appears to be a recurrence of the problem which you previously experienced. This is certainly an upsetting experience and it can be natural to feel disappointed. However, it is important to be aware that such a recurrence occurs for many people in the road to recovery. This is particularly true in the initial stages of recovery. During this period of time, an individual is likely to be still building up their overall strength and resources, and thus is still on the way to optimum functioning. Additionally, the individual is often still incorporating new coping strategies and thought processes learned into every day life. Thus, when the individual is confronted with a new obstacle, his or her ability to continue improving often becomes
Whilst any number of “road blocks” can appear along the way that may affect the individual’s ability to recover, teachers are exposed to ongoing stress associated with their work, which in itself can interfere with the teacher’s ability to recover. There can be a danger that this stressor is ignored or forgotten as it can be seen as going hand-in-hand with teaching. However, it is a key consideration for the recovery process.
impeded, perhaps as the demands on your personal resources are excessive, leading you to feel overwhelmed. It is what you do from this point that can determine how you will progress. As with any time of stress, basic self-care is fundamental to enabling oneself to recuperate. This means, among other things, ensuring you get plenty of rest, eat well and take time out for relaxation. You may also find it beneficial to communicate to trusted family/friends/colleagues what you are experiencing. Whilst this may take some courage, it will allow them to be more aware of how you are feeling which could go a long way to reducing any negative reactions. This will also provide you with the necessary social support to more effectively cope with your current difficulties. A vital point here is recalling the strategies and ways of coping that you utilised to improve your functioning previously – what changes did you make, how did you view things differently, who best helped you through all of this the first time? What steps do you need to take to implement these strategies now? If you are having difficulty in applying the strategies you have learned in the context of your current situation, or need additional support, you may wish to seek guidance from a professional, whom you can access through TUH SupportLine. The main point to take here is that a setback is often part of the recovery process and it can be overcome. Please don’t hesitate to call TUH SupportLine on 1800 655 302 if you want to talk through any further questions. Jo
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The Independent Voice
May 2009
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