EdU (April 2009) by Independent Education Union (SA)

Vol 24 Issue 1 April 2009

EdU

Independent Education Union South Australia Working with members in non-government schools

Print Post Approved PP5352160008

Know any banks that call morning tea “recess” ?

Building your community.

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Contents Secretorial – Will work be fair under the Fair Work Act?

Industrial – Good Faith Bargaining Protocols

Professional Portfolio – IEU on the Action Plan on Youth

Obfuscation rather than Confusion over Class Sizes Debate

Workcover – April Fools Day Changes No Joke

Lutheran Digest – Negotiations Update

Frankly Speaking – Catholic Enterprise Agreement Negotiations

Valuing ESOs in Agreement Making

Balancing Act – Work, Life, Union Balance

2009 International Women’s Day March

Catholic Reps Day

AIS Update – Off the Mark On Pay in 09

Member Assistance Policy

IEU(SA) Representative Development Program

Class size – Simplifying Complexity

Genuine Consultation

Get it fixed! – Grievance Procedures

OHS Project – Working in Heat

Absolutely Super: Economic Downturn Continues… 26 Indigenous Issues – What’s Happening in Lutheran Schools?

ISSN 1448-3637 Published by Independent Education Union (South Australia) Inc. 213-215 Currie Street, Adelaide SA 5000 Phone: (08) 8410 0122 Fax: (08) 8410 0282 Country Callers: 1800 634 815 Email: enquiries@ieusa.org.au EdU is published 4 times a year and has a circulation of approximately 4000. Enquiries regarding circulation should be directed to Alison Walker, Office Manager, on (08) 8410 0122. Editorial comment is the responsibility of Glen Seidel, Secretary.

Advertising Disclaimer Advertising is carried in EdU in order to minimise costs to members. Members are advised that advertising that appears in EdU does not in any way reflect any endorsement or otherwise of the advertised products and/ or services by the Independent Education Union (SA). Intending advertisers should contact: Alison Walker on (08) 8410 0122.

IEU(SA) Executive Members Margaret Sansom (Retired) (President) Glen Seidel (Secretary) John Blackwell (Retired) (Vice President) Jenny Gilchrist (Prince Alfred College) (Vice President) Val Reinke (Nazareth College) (Treasurer)

Christopher Burrows (Cardijn College) Sheryl Hoffmann (Concordia College)

Book review: “worth fighting for – inside the your rights at work campaign”

What’s your problem – ask Dorothy

Marlene Maney (Cardijn College)

APHEDA

Stephanie Margitich (Gleeson College)

Ian Jaensch (Faith Lutheran) Noel Karcher (Christian Brothers College)

Shirley Schubert (Cornerstone College)

DON’T FORGET TO ADVISE IEU(SA) IF: • • • • • • •

You have changed address You have changed your name You have changed schools Your employment status has changed (eg now working part-time) You are going on unpaid leave You are retiring or leaving employment – you can remain a member at a reduced rate Resignation from IEU(SA) must be in writing

Details can be forwarded by email to carlyd@ieusa.org.au or by fax: 8410 0282 or by post.

EdU April 2009 IEU(SA)

Secretorial

Will work be fair under the Fair Work Act?

Bring out your dead… But Workchoices ain’t dead yet… It will be in the morning

Glen Seidel Secretary • • • • •

• •

• And it will be a great and glorious morning when Workchoices finally gives up the ghost and is consigned to the history books as bad law killed off by people power… or will it? If only it were that simple. The proposed timeframe for Workchoices’ replacement – the Fair Work Act – is 1 July 2009. By 1 January 2010 the National Employment Standards (NES) and Modern awards are to apply. The usual haggling with independent senators and heckling from the sidelines by employers and Unions makes exact details of the new system uncertain – especially as to the transition arrangements and regulations which hadn’t been tabled at the time of writing. The new system will certainly be a great improvement on Workchoices. Gone are • The removal of unfair dismissal rights for places with under 100 employees • The ability of employers of any size to sack people for claimed “operational reasons” • The right of employers to determine Union respondancy in agreement making in defiance of employee wishes • The prohibition on industrial action for sector wide agreements • The ability of employers to refuse to negotiate • The contentious distinction between Union and Non-union agreements • Individual agreements (AWAs) and their transition replacements ITEAs • “Prohibited content” of union supportive clauses in agreements • The right of employers to pre-emptively lock out workers • Minimum 4 hour pay deduction for protected industrial action. Improvements include • Union involvement in and “coverage” by agreements even with only 1 member • Employee ballots to force negotiation of collective agreements

The concept of “Good Faith Bargaining” 10 National Employment Standards Carers leave will be uncapped if sick leave is available More transparent process for annual adjustments to award and minimum wages The introduction of a Better Off Overall Test (BOOT) so that individuals cannot fall below the award condition package when making an agreement A streamlined one-stop-shop Commission/Court/ Inspectorate/Advisory called Fair Work Australia The ability of low paid workers (eg cleaners & hospitality) to have Multi-employer agreements made with active involvement of Fair Work Australia Restored Unions’ right of entry to inspect books (but non-member records are the subject of hot debate).

Problems remain in that • Small workplaces (under 15 employees) have lesser unfair dismissal rights • Unfair dismissal applications must be lodged within 7 days • Fair Work Australia cannot arbitrate most disputes • The right of entry provisions for Unions remains essentially unaltered • The process for initiating industrial action is essentially unaltered • Uncertainty remains about some schools’ “constitutional corporation” status. Some schools may be still under state IR law • Agreements are not binding for employees over $100,000 eg principals. For our non-government schools sector, the new law will restore some sanity and remove mechanisms employed in some Independent schools to marginalise the IEU in its attempts to communicate with, advise and represent its members. • If we have membership we have the right to be at the negotiating table and noted as being covered by any resulting agreement • Employees in smaller schools are not powerless any more • The Union will have restored the ability to bring actions in its own right • Agreements do not need to be “sanitised” of Union-friendly clauses • Protected industrial action will be available when we can no longer vary PSAs after 1 July 2009 • Sector wide industrial action rights are restored for Catholic and Lutheran sectors • Employers must negotiate in good faith and will not be allowed to unilaterally terminate negotiations. The IEU’s role as a legitimate source of advice, support and technical expertise for members – and members’ rights to access this in the workplace – have been clarified.

EdU April 2009 IEU(SA)

Industrial

Good Faith Bargaining Protocols

Glen Seidel Secretary

Negotiations can become fractious at times, but once the content of an agreement is settled the final stages of writing up, voting and approval should be downhill. Recent experience in Independent schools with old state agreements (PSAs) being extended and varied has been to the contrary.

they didn’t think it was necessary to go down this path. I too wouldn’t have thought it necessary, but we have been having a lot of unfortunate coincidences lately. Maybe our luck will improve now that everyone is aware of the issue.

The AIRC scrutinises applications to extend/vary PSAs quite closely to make sure that the original parties to the old state agreement genuinely consented to the changes. The IEU is a signatory to most old PSAs and so it is expected that the IEU will be a signatory to any varied PSA. The AIRC is interested in the voting outcomes and process.

• When a school intends to start negotiations the IEU office is notified in writing and provided with a copy of any notice to employees in time to be able to consult with members and arrange for attendance at a mutually acceptable meeting time.

Schools generally do not try to restrict the presence of Union Organisers at the negotiating table, but there is a tendency for some to try to exclude the IEU from the formalisation. Union members on the negotiating team are in a difficult situation. Management will try to deal directly with members and expect sign off on technical matters without direct reference to the Organiser. This creates difficulties in finalising the wording of clauses, conducting ballots, the signing of documents and ultimately Commission approval. The IEU Rep at each school represents the views of members and works with the Organiser on technical matters, research and communications. The Organiser cannot commit the members to unacceptable outcomes. The Rep cannot sign on behalf of the IEU as an organisation. Before any proposal goes for a vote, the drafting must be completed and agreed so that ambiguities are removed and the application is clear. Staff affected by the agreement (including those on leave) will need to have the full final document in plenty of time to consider it before voting – 7 days should be sufficient. Poorly drafted documents create disputes down the track. Lack of accountability of voting processes will mean the agreement will be delayed if it has to be sent back for another vote. Documents lodged without the IEU’s signature have meant a Commission hearing to explain why. In one example an early version of a document without the IEU’s signature was officially lodged rather than the one with IEU signature. Another school’s “track changes” version of the agreement proposal indicates the AIS was the author of the removal of the IEU as a signatory from the old agreement. This can not all be coincidental. In the interests of getting the process clear and accountable, the IEU has proposed to AISSA that the following protocols be agreed. The verbal response to our letter was that the AIS would take the issue on notice but

Good Faith Negotiating Protocols

• This would apply to all schools as the employer wouldn’t necessarily be aware if any or how many members were at the workplace. We no longer accept PRD. • As a protocol, if the IEU chooses to become involved in negotiations, all documentation (claims, agendas, minutes, drafts etc) be provided directly to the relevant IEU Organiser as a full member of the negotiations. • The IEU and staff negotiators will need access to members and other staff during negotiations to explain progress and take instructions. • Staff negotiators will need time and facilities to undertake their representative role. • The IEU should be involved in the progressive drafting of clauses and the final document. • Meetings need to be scheduled for mutually agreeable times to facilitate the presence of IEU organisers. No meetings would be scheduled to not include the IEU organiser. • At the conclusion of negotiations (which hopefully will be by consensus but may be unilaterally on the part of the employer) the document that is put to the vote be circulated to the negotiating parties (including directly to the IEU) in order that technicalities, ambiguities and errors can be rectified. • The ballot process be agreed between the parties (including the IEU). • In the event of a successful ballot all parties are given the opportunity to sign the resulting agreement. The IEU signatory shall be the Public Officer (ie Secretary) or delegated IEU Official. The IEU Branch representative is not authorised to sign on behalf of the organisation, but may sign/counter sign on behalf of the work group. • Before any application for approval is lodged, the parties are notified of the proposed application and given an opportunity to view and comment on the completed paperwork.

EdU April 2009 IEU(SA)

Professional Portfolio IEU on the Action Plan on Youth

Julie Lundberg Assistant Secretary • enhancing middle years development • supporting senior years of schooling and youth transitions • promoting world-class curriculum and assessment • improving educational outcomes for Indigenous youth and disadvantaged young Australians, especially those from low socio-economic backgrounds • strengthening accountability and transparency.

IEUA’s Key Points

As part of the National Agenda on schooling, a new set of goals has been promulgated. Improving educational outcomes for all young Australians is identified as central to the nation’s social and economic prosperity as it will position young people to live fulfilling, productive and responsible lives. Young Australians have been placed at the centre of the Melbourne Declaration on Educational Goals (December 2008). The goals are:

Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become: – successful learners, – confident and creative individuals, – active and informed citizens. Achieving these educational goals is declared the collective responsibility of governments, school sectors and individual schools as well as parents and carers, young Australians, families, other education and training providers, business and the broader community.

MCEETYA Consults The IEUA has responded to the federal state and territory education ministers (MCEETYA) Action Plan for implementing the Melbourne Declaration goals.

Draft Action Plan 2009 – 2012 The Plan outlines the key strategies and initiatives Australian governments will undertake in the following eight inter-related areas in order to support the achievement of the educational goals for young Australians: • developing stronger partnerships • supporting quality teaching and school leadership

The IEUA has 65,000 members nationally and a deep knowledge and understanding of the professional role and work of its members in teaching Australia’s students. The IEUA supports, in principle, the MCEETYA Action Plan 2009-2012 for the Educational Goals for Young Australians. The IEUA believes that the Action Plan provides an appropriate framework for building a comprehensive program of action to deliver the Goals.

What is missing? IEUA key observations on the draft 8 Action Plan elements: 1. Developing stronger partnerships Vital points to add: • the need to build teacher capacity to engage with international research, best practise and new initiatives through facilitating and supporting such opportunity • partnerships need to be underpinned by adequate resources and facilities. 2. Supporting quality teaching and school leadership Get the basic model right, ie: What is required in Australia is the development of an integrated career structure for teachers that is reflective of the work currently underway in Australia around accomplished teacher standards, including the work of teacher registration authorities and subject associations. The IEUA supports the concept of professional career pathways underpinned by the right to professional learning and the development of an objective framework that supports, encourages and focuses on teachers’ professional development. 3. Strengthening early childhood education First steps first: The shortage of early childhood teachers and graduates choosing to work in the sector needs to be addressed together with the Federal Government agreeing to fund preschools, not just R-12. What happened to the focus on the primary years? It is missing. 4. Enhancing middle years development There also needs to be: • career paths, resourcing of ongoing professional development and appropriate administrative and management structures.

• strengthening early childhood education

EdU April 2009 IEU(SA)

5. Supporting senior years of schooling and youth transitions Professional Development (PD) and resourcing of implementation is needed across staff. 6. Promoting world-class curriculum and assessment Teachers need to be genuinely engaged and consulted within structures through mechanisms established by the new Australian Curriculum, Assessment and Reporting Authority (ACARA)* to ensure that teachers and unions are included at decision and policy making level. *Note ACARA is the new expanded body replacing the National Curriculum Board. Further, the national curriculum must provide opportunity and support for teachers to address critical social issues and school performance data should not be made publicly available unless legally binding provisions are in place to manage the risk of harm to students and school communities resulting from negative media attention. 7. Improving educational outcomes for Indigenous youth and disadvantaged young Australians, especially those from low socio-economic backgrounds

The IEUA believes that increased resources and support is needed. 8. Strengthening accountability and transparency The basic framework should be assessment and reporting policies and practices in collaboration with the teaching profession and include consideration of workload implications. The reporting process must be an integral part of the teaching and learning process, and enhance students’ own capacities to reflect. To read the full text of the IEU Submission and find out what was in the draft MCEETYA Action Plan, rather than some of what was missing from it as indicated in the text above, go to www.ieusa.org.au From the unfortunate partnership of schooling with political involvement has come a message that ‘schools’ and therefore ‘teachers’ need fixing. Partnerships need to be based on a firm recognition of expert knowledge of teachers and school management.

Obfuscation rather than Confusion over Class Sizes Debate Most education research has confirmed that small classes do yield benefits. But research has also revealed nuances about how and when small classes will work best, where an investment will result in maximum return, and exactly how many students a “small” class should have. The details of these findings can help policy-makers strike a practical balance between making classes smaller and breaking the bank in these budget-conscious times.

For maximum effect, research tells us small classes should meet these conditions: First, early intervention is important. Start in reception or first grade. Second, the number of students in a class should range from 13 to 17. Third, if resources are scarce, target implementation by focussing on at-risk students. Fourth, maintain intensity by ensuring that students experience small classes every day, all day. Fifth, small classes should last at least two years for initial benefits and three to four years for longest-lasting benefits after the small classes are over.1

Julie Lundberg Assistant Secretary

Following publication of the Project Star results and related studies the debate on class sizes has led to detailed research reviews3 and analytical policy-related studies.1,2 The research ‘mire’ on class sizes has been untangled sufficiently for governments to put the substantial necessary resources into teaching and learning – don’t let opponents of reduced class sizes suggest otherwise. Class size reductions have been implemented in SA and QLD and the ACT Government recently promised an additional $22 million to ensure a maximum of 21 students in primary and 19 in college classes.4 The Scottish government has committed to reducing P1 – P3 classes to a maximum of 18 quoting research results and a need to focus on the early years and increased pre-school hours. Three Facts: • There is no doubt that smaller class sizes can deliver lasting benefits, especially for low-income students. However, they are not a cure-all for low academic achievement, and they may not always be the best use of scarce resources. • Smaller classes can shrink the achievement gap for disadvantaged students. • Small classes have the greatest impact when experienced in the early grades. A reception or first grade class of 13 to 17 students is ideal.1 1. ‘Essential Information for Education Policy Class Size: Counting Students Can Count Research Points AERA Fall 2003 Vol 1 Issue 2 2. ‘Some Guidelines for Investing in Class Size Reduction’ CEPAL www.education.umd.edu/EDPL 3. Peter Blackford & Peter Mortimore (1994) ‘The Issue of Class Size for Young Children in Schools: What can We Learn from Research’ Oxford Review of Education Vol 20 No 4. 4. Media Statement, Education Minister Andrew Barr, ACT Government 18 September 2008 5. Cabinet Secretary for Education & Lifelong Learning Fiona Hyslop Statement on class sizes to the Scottish Parliament 5 December 2007

EdU April 2009 IEU(SA)

Workcover

April Fools Day Changes No Joke Wendy Evans Workplace Health Organiser Your only option will be to dispute that decision by way of a Notice of Dispute in the Workers Compensation Tribunal. The Workers Compensation Tribunal will refer the “medical question” to a medical panel.

In the last edition of EdU I reported on the change associated with lodging a Worker Report Form (now called a Claim Form) to lodge a workplace injury claim. It is imperative that injured workers report and lodge a claim immediately with an accompanying Workcover Medical Certificate from the doctor (previously known as a Prescribed Medical Certificate) to their employer.

Lodge claim and certificate immediately One of the next changes to occur which significantly effects injured members will become effective from the 1st April 2009. That change involves the review of a worker’s entitlement to continued weekly payments after 130 weeks under section 35B.

All payments to stop at 130 weeks Section 35B of the Workers Rehabilitation and Compensation Act provides for the cessation of weekly payments of compensation after the end of the third entitlement period (nominally 130 weeks after the date of injury) unless a worker is assessed as having no current work capacity and likely to continue to indefinitely have no work capacity.

Payments drop to 90% at 13 weeks Payments drop to 80% at 26 weeks Example; You are injured on the 2 April 2009 and your claim is accepted for compensation. If you are unable to return to work after 13 weeks your salary will drop from 100% to 90%. After 26 weeks you are still totally incapacitated for work so your income drops automatically to 80% of your salary, then after 130 weeks and you are still not back at work, you would be subject to a capacity review and your income would cease unless you can demonstrate that you are totally incapacitated for work and are likely to remain so or that you are working to your full capacity and require top up payments of weekly income maintenance. Under the new arrangements if you are totally incapacitated for work for longer than 130 weeks after the date of your injury, you will receive a letter from the agent (EML) or Catholic Church Insurances notifying you that your income maintenance will cease.

A new organisation called Medical Panels South Australia has been established on the recommendation of the Minister. Its role will be to determine particular medical questions referred to it. The medical panel will consider documentation referred to them and examine the injured worker. The Presiding Member of the medical panel will confer with other panel members and legal staff as necessary and prepare a Certificate of Opinion and Reasons for Opinion. The decision of the medical panel is final and binding on all parties. The decision cannot be disputed. Recently, I received a letter from Julia Davidson, CEO of Workcover SA. The letter explains that as at 1 April 2009 the introduction of the work capacity reviews will apply to all workers. According to Ms Davidson one of three different letters will be sent to injured workers. 1. Letter will be sent to seriously injured workers advising them of the introduction of work capacity reviews, offering reassurance that a preliminary assessment of their claim file indicates that their payments are likely to continue following the work capacity review and directing them to their case manager if they have any further queries. 2. A letter will be send to workers who will be subject to a work capacity review as at 1 April 2009 advising of the introduction of work capacity reviews, providing information about what they can expect and directing them to their case manager if they have any further queries regarding the process or the outcome. 3. Letter will be sent to all remaining workers advising of the introduction of work capacity reviews and providing information about what they can expect should they be subject to a work capacity review in the future, and directing them to their case manager if they have any queries. Of course Workcover is encouraging workers to contact their case managers rather than their Union. Our advice as the Union representing injured workers is for members to contact us in the first instance if you need clarification of the implications of this review for your claim. Please do not hesitate to contact the writer on wendye@ieusa.org.au or at the office if you need help with your existing Workcover claim or a new claim or even just to discuss if you have a reasonable basis for a claim.

EdU April 2009 IEU(SA)

Lutheran Digest Negotiations Update

The negotiations for an extension of the Lutheran Schools Preserved State Agreement have been successfully concluded.

Louise Firrell Organiser/Educator • Co-curricular cap – 100 hours maximum averaged over a semester Co-curricular activities defined as:

By the time of publication the final agreement should be in schools for staff to peruse and consider before voting for or against, early in Term 2. Despite the agreement not being finalised at the beginning of this term, employers paid the first 3% increase to staff in February. A gesture that was no doubt welcomed by staff although other changes will not take effect until the agreement has been voted on and certified in the Australian Industrial Relations Commission. The significant improvements or changes to the 2005 Agreement are:

•

staff meetings

•

faculty meetings

•

co-ordination, subject level meetings, committees

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parent teacher interviews

•

yard and bus duties

•

sports day (after hours)

•

religious observances (Bible study, devotions, Sunday services)

• Salary – 3% Feb 2009 (already paid) 2% August 2009, 3% Feb 2010, 2% August 2010

•

school fair

•

annual valedictory services

• Paid maternity and adoption leave – 14 weeks paid, further entitlements after 12 months return to work (in some capacity, not necessarily substantive position)

•

personal project supervision

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after school committees (meeting and preparation)

•

twilight tea

•

camps (where not considered extra curricular) (17.5 hrs/24 hrs)

•

staff retreat

•

sports coaching

•

school required professional development.

• Breast feeding facilities – a private facility with appropriate storage for breast feeding or expressing milk on request • Special leave – 2 days paid, non cumulative ‘short leave’ per annum for special family events or urgent and pressing necessities • class sizes - optimum class size to be equal to or less than 28 students, practical classes capped at 20 or less as determined by a risk assessment • maximum student contact hours – includes pastoral care and assemblies, primary teachers 25 hours, secondary 80% of total student contact time plus or minus 2% • changes to POR positions – POR positions will not be tied to the award structure of POR 1,2,3, and 4. The schools’ points will be able to be allocated from 1 to 14. Each point will provide an allowance of$1,180 and tenure will be 1 to 4 points, one year, 5 to 7 points, two years, 8 to 11 points 3 years and 12 to 14 points 5 years. Provision will be made for positions that are currently being held to ensure no disadvantage in the change over

Employers were very keen to have the LSO Classification Working Party’s review of the classification structure completed to be included in the variations to the Agreement. However, the task has been a long and difficult one which has been undertaken by staff who have had to manage that work as well as their normal roles and it will not be possible to achieve that goal. The Working Party members and the Enterprise Agreement negotiators do not see this as problematic. On the contrary, it allows the Working Party to complete the work in a considered manner and it will allow for an appropriate phase of consultation with all of the stakeholders before a final draft is produced.

• Workcover payments – employees who are injured at work and report the injury to Workcover within 48 hours will have their salaries maintained at 90% for an additional two weeks before dropping to 80% of normal salary • redundancy provisions – staff will have access to improved redundancy provisions under the new National Employment Standards to come into effect in 2010 • Casual relief teachers to be paid at Step 4 of the Band 1 Salary Schedule with casual loading (previously Step 3).

EdU April 2009 IEU(SA)

Frankly Speaking

Catholic Enterprise Agreement Negotiations Frank Bernardi Organiser Indigenous Education Workers

As I write this negotiations are well under way and IEU Branches have been sent details of the latest developments including the resultant need to hold a branch meeting to respond to the Employers’ demands as tabled in the document entitled Catholic school employers’ log of claims. It is fair to say unprecedented levels of participation in the process are taking place and that can only be a good thing. To ensure staff are well informed and engaged, IEU Organisers have gone to as many schools as possible for ten minute talks at recess and lunch time to explain the process and give an update on negotiations. This has been an insightful exercise. Most Principals are comfortable with the notion of a Union Organiser speaking to staff in the staffroom. Some Principals actively encourage all staff to be there and even roster themselves and other leadership staff to cover yard duties so all can be present and involved. Others offer staff meeting time as a platform to pass the message from. Their positive and proactive approach to supporting the process is to be applauded. Unfortunately a handful of schools have reacted in quite a different manner. The Principals at these sites have sent Organisers and ‘interested staff’ to other rooms, sometimes quite a distance from the staffroom, to hold these update meetings. What a contrast. What would make a Principal act in such a manner? What is threatening about staff being updated with news in relation to their Enterprise Agreement? After all it will set the conditions all employees work under. Perhaps an issue for the Consultative Committee to take up at those schools?

Unfortunately it has been drawn to my attention that at various times the language I use is less than politically correct. No doubt many will not be shocked by that. However, recently I stood in front of a room full of Catholic Reps referring to young teachers as ‘kids.’ Of course I was unconscious of my error and when confronted tried to fend it off with a humorous response – “They are kids compared to me!” As much as I wanted to deny it and as much as my male bravado says they’re being pedantic – the truth is they were right. By calling young members ‘kids’ I had possibly belittled them but certainly disempowered them and undermined their status as adults. I owe them an apology. Language isn’t just important, it’s crucial. So much so that it is said whoever controls the language controls the debate. That is why when looking at the claims lodged by the IEU and specifically about the Indigenous Education Workers the most important claim for this group is about a single word – worker. Their title says it all – Indigenous Education Worker. The only group in the whole Enterprise Agreement so titled. Teachers are Teachers and ESOs are Education Support Officers. Yet an Indigenous Education employee responsible for in-servicing of staff including school management on how to deliver curriculum associated with Aboriginal and Torres Strait Islanders is called a Worker – Indigenous Education Worker. It is pleasing to be able to report that the Catholic employers have just notified me that they are agreeable to the change of title. Goodbye IEWs and welcome IEOs.

No Cost Claims While talk at the negotiating table often centres around budget constraints and why Employers cannot afford particular claims, it should be noted many, including many rejected items, will cost little or nothing. It is ironic that some of these ‘low cost’ or ‘no cost’ items are very important to members. A number of such claims are intrinsically important to members and should equally be so to the system because they are closely connected to the Employers’ obligation to identify with and model Gospel Values.

Indigenous Education Officers Veena Gollan and Marilyn Robertson

EdU April 2009 IEU(SA)

Secret Files and Performance Issues On Performance Issues the IEU’s claim is simple and clear: • staff members have access to their personnel files • any time an item is added to a personnel file it is made known to the staff member • a member has the right to add attachments (rebuttal) to a file, if necessary. This particular claim is dedicated to addressing members’ concerns about process. There is an obvious connection between catholic ethos and members’ request for natural justice and procedural fairness to be observed in the way Performance Issues are dealt with. It should mean the two parties can find common ground. A current case highlights the reasons why this issue is so important. Early this year a member was asked to attend a meeting to discuss concerns informally about teaching performance. As a Principal’s Consultant was to attend, the member sensibly requested an IEU Organiser be present as their support. Prior to the meeting the IEU Organiser directed the member to ask for their file, which it turned out, contained very little. There were four documents, several years old, one of which the member had never seen before. Unfortunately documents one would expect to find such as a full set of Summary of Professional Reviews were not present.

After the Principal’s Consultant outlined the purpose of the meeting and its place in the scheme of Performance Management the Principal raised a series of ‘performance issues’ reading from a different folder containing postal sticker squares and pages of loose pad paper notes. None of the issues related to this year but went back as far as 2004 and were presented as fact, not untested allegations. Needless to say the meeting was stopped. Appropriate paperwork was requested. The Catholic Education Office dismissed the Independent Education Union’s concerns about “a secret file”. They asserted the reason these other folder’s items were not in the teacher’s personnel file was because it “typically contains formal records” which was clearly not the case. Those formal records should have been available for either party to use as supportive evidence.

Hence the issue to resolve at the table is about agreed protocols and process around what goes into a personnel file – when, how and its life span. Members should know what is in their personnel file. If information about an employee’s performance is not in their personnel file but has been recorded and kept without their knowledge it constitutes a secret file. It certainly is a secret to the employee! As it is CEO policy staff can access their files it may pay for you to check that and see what is in your personnel file and then ask, “Is this all?”

Survey updates Advanced Skill Teacher (AST) Survey

Hot Weather Survey

A part of the current claim is to ensure the AST (Advanced Skill Teacher) grading system is improved. To understand the issue more fully a mini survey was sent out to Reps, last year, to inform the IEU of how widely known and applied for the grading was. Of course we were shocked that so many schools had NO AST teachers. It is obviously known about and promoted well at some schools such as Loreto which has thirty (30) AST teachers and Cabra which has twelve (12). Hats off to them! But how could a school have NO AST teachers? In effect that means no teachers at that site are recognised as being exemplary, models of good practice. Presumably that means the allocated funding designated to cover such staff remains in the kitty and is used for other purposes.

Quote of the Month – comes from Susy Rogers of Caritas when replying to the IEU Hot Weather Survey sent out in Week 1 of this term.

A little was recouped from one kitty though. One Rep who asked how many ASTs were at his school was confused when the answer was “none”. He transferred to that school as an AST – there had to be at least one! Another check – same answer. Further investigation revealed he had been paid at Step 10 when he transferred instead of his AST grading. The result – an acknowledgement of the error, a correction and back-pay of 6 years worth of AST grading!

“Hi Frank, there is a cool change today, only 44. Susy” This also serves as a reminder to Reps – if you didn’t fill in the 4 question “It’s Hot” Hot Weather Survey” please do and send it back – the data will surely help negotiators at the table win the case for thermometers in all work areas and from that improve our capacity to report rooms with no air conditioning at all or non functioning plant and equipment. It will also help determine if school hot weather policies are working to the benefit of students – it is difficult to direct teachers to supervise students inside at recess or lunch when the thermometer tells you its hotter inside (with 30 bodies) than outside.

EdU April 2009 IEU(SA)

Valuing ESOs in Agreement Making Wendy Evans Workplace Health Organiser The role of ESOs (Education Support Officers) is changing and expanding. A greater range of duties is being undertaken – not only in reception, finance, administration, laboratories, libraries, boarding houses and curriculum support. ESOs are also counsellors, occupational health safety and welfare coordinators, social workers, out of school hours care workers, grounds and maintenance supervisors, IT specialists and marketing people. The work is increasingly sophisticated and technical as reflected in the experience, qualifications and capabilities of ESOs in our schools.

Good Practice The Catholic and Lutheran Enterprise Agreements have a “six stream by six levels” structure covering all these areas and more. Both are being updated to better reflect current positions in schools. These structures should provide career paths for non teaching staff working in schools. In the Independent sector, Woodcroft College and Trinity College also have expanded structures to cover all ESOs on site. Other Independent schools still use the dated and restrictive School Assistants (Non-Government Schools) Award 4 x 4 structure. In the recent round of negotiations in Independent schools, only one school insists on lower percentage pay outcomes for ESOs than teachers. Another school has just tried and failed. Pilgrim and Scotch have negotiated a proportionately higher pay rise for ESOs than teachers. To redress the cumulative impact of percentage increases on lower salaries, Pilgrim School has agreed to pay a flat $1000 and Scotch $500 in addition to the same percentage pay increases as for teachers. Almost all schools quite happily negotiate a combined agreement for all employees and do not even entertain the idea of splitting the groups. In recent years Scotch College and St Peters Boys’, and we commend them for doing so, have brought back the two groups into a combined agreement in recognition of this collective approach to employment conditions.

Bad Practice Economic rationalist arguments are being raised again at two particular independent schools. One school is maintaining at the table that ESO pay rates have become overblown in most schools by allowing ESOs to have the same percentage increase as teachers. It is pleasing to see that, even over the yawning philosophical chasm that divides us, we can agree on the effect of collectivism. By sticking together the less powerful are better off.

Two schools still have separate enterprise agreements for their ESOs and teachers. One of these schools negotiates the ESO agreement separately and at different times to teachers. ESOs there always have to confront an obstinate employer position which refuses to compare them with other schools. At the other school, pay and conditions outcomes are the same as for the teachers but are recorded for some unknown reason in two separate documents negotiated at the same time and place. Another school which finally agreed to the same overall percentage increase as teachers, has it phased in differently. It has foreshadowed plans to outsource ESO duties to keep the ESO salary bill under control. In contrast, the federal Award modernisation process will result in awards for teachers and non-teachers in schools Australia-wide. Whether this is in one document or two and whether it covers government and non-government schools has yet to be determined. What, however, is recognised is that the whole ESO group, together with teachers, form a distinct industry and ESOs are not to be compared with the lowest common denominator to be found elsewhere. It is now nationally recognised that the salary and conditions comparison base for ESOs is unequivocally other schools.

Divide and conquer Divide and conquer as a traditional employer tactic to reduce the negotiating power of employees has been applied to divide ESOs into groups or separate them from teachers in negotiations. Following the end of Workchoices and AWA promotion, we trust that individual ESOs removed from their collective agreement group with ‘AWA offers’ are able to regain collective agreement coverage. Teachers and ESOs need to work to rebuild the group if need be and work together on their issues. Numbers on the ground ensures the intellectual argument is heard at the table. The Union is as strong as its member base. As Union members, you have a right to ask a colleague “Are you a Union member?” and if they aren’t “Have you thought about joining the Union?” You could also consider becoming a Union representative in your school.

EdU April 2009 IEU(SA)

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Balancing Act Work, Life, Union Balance Louise Firrell Organiser/Educator

Work, Life (and Union) Balance is the theme for this year’s Anna Stewart Memorial Project for women wanting to find out more about the union movement and their own union. Each year state trades and labour councils organise the project and participating unions support their nominated members to participate. The IEU(SA) has nominated one or two women each year since 1999. The project celebrates the contribution of the late Anna Stewart to the establishment of the first maternity leave to be included in an award. Stewart, was a research officer with the Federated Furnishing Trade Society of Australasia in the mid 1970s. This was a time when women workers made up a third of the paid workforce and many of the jobs in which they were employed, were at the unskilled and semi-skilled level. Women were poorly paid, lacked job security and job satisfaction and rarely had access to promotional opportunities. Anna developed a radical re-evaluation of the rights of female labour within the economy which led to a fundamental reappraisal of these issues throughout the labour movement where the issues of equal pay, maternity leave and childcare had been largely ignored. She began a campaign to have maternity leave provisions for women included in awards. This campaign proved to be a resounding success and it was a great achievement when the employers in the furnishing industry consented to maternity leave provisions being included in their award. This meant that a full-scale argument and justification by the union before the Australian Conciliation and Arbitration Commission was not required and the Federated Furnishing Trade Society of Australasia became the first blue-collar union to achieve maternity leave provisions for its female members. Stewart is also remembered for her work with the Vehicle Builders Employees’ Federation of Australia in identifying sexual harassment in the workplace as an industrial issue that should be dealt with in that context. As a result of her initiative, all sexist language existing in the current awards was removed. Stewart was one of the founding members of the ACTU’s Women’s Committee and was involved with the development of the Working Women’s Charter in 1977.

It has been 35 years since that first milestone but in many respects progress towards equity for women in the workforce has been painfully slow. Unions have been working with members to improve both the length of the leave available to women after childbirth and a quantum of paid leave as well. Many women still do not have the benefits of paid leave because they work in non unionised workplaces or they do not have what is deemed ‘permanent attachment’ to the workforce. Women in the non government education sector in South Australia with the support of the IEU, have in most schools, access to some weeks of paid maternity leave. This also applies in most cases if they adopt a child. The following table shows ‘who has what’. The Productivity Commission’s recommendations for a national scheme are currently being considered by the Government. If a scheme is introduced it should provide a level of support for those who currently do not have access to any paid leave, which will be a very good thing, but is important that the gains the employees currently have achieved are not lost. Unions representing employees around Australia have been actively providing the Commission with submissions on behalf of their members and vigorously lobbying the Federal Government to commit to implementing a scheme in 2009. The IEU(SA) will continue to support its members to achieve greater support for women and their families in this regard. Any female members who are interested in finding out more about the Anna Stewart Memorial Project for 2009 can go to http://www.saunions.org.au/ASMP/ as-main.html If you would like to lodge an application you can contact the IEU(SA) office for an application form.

Postcards to the Federal Government requesting a National Paid Maternity Scheme in the 2009 budget being handed over to Federal Senators Anne McEwen and Dana Wortley at SA Unions

EdU April 2009 IEU(SA)

Work, Life, Union Balance

2009 International Women’s Day March

PMAL 09

PMAL weeks

Qualifying yrs

Recharge yrs

Catholic Sector

12, 14 likely

Cora Barclay

DECS

Islamic College

Lutheran Sector

Pembroke

Scotch

St Peters Boys

St Peters Girls

6, 14 likely

Walford

Woodcroft

10, 14 likely

Annesley

Eynesbury

Hills Montessori

After decades of campaigning, Australian families deserve universal paid parental leave. The Productivity Commission has released a model for a proposed 18 week scheme. The IEUA on behalf of its branches has been campaigning and rallying support for this during 2008 through to 2009.

Investigator

4 to 8, 12 likely

1 to 2

2. Pay Equity

Kings Baptist

Pedare

12, 14 likely

Adopt leave only 6 weeks

Pilgrim

Subseq @ past 12m FTE

Portside

Prince Alfred

Pulteney

Seymour

St George

St Johns GS

1.5

St Peters Woodlands

Torrens Valley

Trinity

Tyndale

Westminster Teachers

St Andrews

10 or 12

2 or 3

Westminster ESOs

Harvest

Massada

Southern Montessori

Southern Vales

Wilderness

Hills Christian

4 to12

3 to10

start again

Temple

4 to 12

2 to 6

Bethany

3 to12

1 to 4

Claw back

Extra conditions max 3 years (unpaid)

The major issues for 2008-9 have been:

Yes

International Women’s Day is a time to reflect on the progress made by generations of working women and their families in the struggle for fair workplace rights, decent employment conditions and equal pay. It is also a time to consider the professional contribution that women educators have made, and continue to make, within education. This significant day challenges all of us to decide what legacy we will pass on to future generations of women workers, both industrially and professionally.

1. Paid Parental Leave 8+6 weeks pay split

Yes

Not adoption leave Yes half pay over 24 wks

While women’s participation in the workforce has increased dramatically over the past 30 years, women still earn on average 18.4% less than men, are more likely to be underemployed in casual / fixed term jobs and have less superannuation upon retirement. The Federal government’s Pay Equity Inquiry was launched in mid 2008 to investigate causes and possible solutions to this important issue. The IEUA has prepared a submission to the Parliamentary enquiry on behalf of its members. The March in Adelaide this year organised by SAUnion’s Women’s Collective was on the theme of ‘Push for Paid Maternity Leave’. The marchers were accompanied by a giant ‘pregnant’ puppet which captured the festive atmosphere of the Fringe.

PMAL counts for service

Yes

Not adoption leave 4+4 weeks pay split

PT return, Not adoption

PMAL = Paid Maternity & Adoption Leave; Qualifying = period before any paid leave; Recharge = time before subsequent PMAL; Clawback = reduced by the amount of any government scheme

EdU April 2009 IEU(SA)

Catholic Reps Day 46 IEU Branch Reps including 7 from country schools and the Catholic Education Office, attended the Catholic Reps day at the Education Development Centre on 17 February. The Day provided an occasion for Reps in the Catholic sector to meet and share experiences; review their role as Branch Reps; meet with their Organiser and discuss organising objectives for their school; hear the latest information on progress with the Catholic Enterprise Agreement; and then look at some strategies to build the Union in their workplace. We were fortunate that Corenna Haythorpe, Branch President of the AEU was able to spare some time to address Reps on the latest in the ongoing DECs pay dispute. Corenna informed us that the dispute is about much more than just pay. It’s about having smaller class sizes; individual learning support; improved facilities and resources and more time for leaders and non-teaching staff. She introduced the AEU’s new campaign strategy to involve the broader community in the campaign through the appleforteacher.com.au website. Corenna also thanked IEU Reps for their support of the campaign. After Corenna’s presentation, Anne Edwards guided reps through a session on roles, rights and responsibilities. Frank Bernardi’s information session on the Enterprise Agreement negotiations was well received, particularly as many reps were new and hadn’t had the opportunity to be previously involved in sessions during the development of the log of claims. Frank provided a summary of the IEU’s claim and the employer’s counter claims and what

Gerry Conley Educator will be required of Reps in providing feedback to the IEU negotiating team. Participants then divided into cluster groups around their Union Organisers. This session provided the opportunity for them to meet their Organiser if they hadn’t done so before and to discuss ways in which the Organiser and Reps could work together to improve Union membership and active involvement back in the workplace. The final session of the day facilitated by Louise Firrell, looked at recruitment as a key strategy for building the union in the workplace. A short role play demonstrating one method of how a rep can successfully recruit an initially reluctant non-member promoted general discussion on how to overcome the arguments against joining the Union. Glen Seidel closed the day by reminding Reps of how he became involved in the Union because of his respect for the Union leadership at his school; that Reps may feel shy about their role and being assertive but should remember that they have been elected to the role because of the respect others in the workplace have for them; that they have been recognised for their credibility and that if they ever feel uncomfortable that their approach to nonmembers may be rejected, then equally others will feel uncomfortable in rejecting their approach. The day has proven to be successful as there has been increased Union involvement and activity in many schools, with Reps taking up the challenges they discussed with their Organisers.

AEU President Corenna Haythorpe

EdU April 2009 IEU(SA)

AIS Update

Julie Lundberg Assistant Secretary

With Catholic negotiations in progress and the DECS dispute mid-way, a number of Independent schools and the Lutheran sector in SA have been negotiating Agreements or MOUs with an eye on the national picture.

Victorian teachers now on $77,546

Off the Mark On Pay in 09

The IEU has been looking to our neighbouring Victorian schools for a benchmark figure as 3 year Agreements were reached by the AEU in Victoria with the Department and VIEU with the Catholic Office in 2008. For a basic benchmark figure we draw on the government and catholic figures nationally because the complexity of independent school arrangements around the country make it difficult to encapsulate a simple picture. For AIS negotiations, examples of other independent schools are certainly relevant for claims and in negotiations, but state and catholic figures continue to provide a national reference point. No SA Schools reached the Victorian Department and Catholic benchmark pay of $75,500 (in May 2008) for a Step 10 teacher during 2008.

Victorian Department and Catholic teachers received their next pay increment in January 2009. Their current top step pay is $77,546. Only one school in SA has equalled or exceeded that figure and one is very close. Since the interim wage adjustment, DECS and Catholic teachers in SA have had a 3.75% pay increase from $68,422 to $70,988. $75,500 Coverage With less than a half of all Independent schools in SA to date having agreed to reach the Benchmark pay during 2009 and 2010, and no Catholic or Department schools, SA is no longer ‘politely in the rear’ of the mainland eastern states pay rates. The ‘bit of a lag’ of many years’ standing has turned to an extended bedraggled state of slippage: • 5 single schools reach the Victorian figure between 8 and 20 months later, before the end of 2009

The schools listed below have or will reach that figure during the life of their current Agreements which extend to a date during 2009 – 2011.

• the Lutheran sector plus 6 single schools have so far committed pay rises to at least match that point by the end of 2010.

SA Schools reaching the $75,500 benchmark in agreements during 2009, 2010 or 2011.

That leaves 66 Independent Schools and 105 Catholic schools (and all DECS schools) still to renew or form Agreements, hopefully in the coming months. Your IEU Officer is available to support you in this process.

Note that most but not all Agreements have twice yearly pay rises in February and August and the last pay increase shown reflects the end dates that are different for every Agreement or MOU.

Fortunately for all Catholic and Independent schools in SA, the Commonwealth Government sets benchmark average costs of running a school as a national figure and pays grants accordingly, not by pay rates. Needless to say, I think it would be safe to assume that schools in SA paying lower wages do not then return part of their grant allocation. I am yet to hear the lower cost of living argument as a reason to need to receive Commonwealth funding one, two or even three years behind the national figure, only ever as a justification for lower wages.

Two schools in SA, St Peter’s College and Prince Alfred College, meet the Victorian pay within a year of it being awarded there. For many years, SA teacher pay was about a year behind NSW, now only 2 schools are that close. The other nearly 200 independent schools are more than a year behind Victoria as well. The Lutheran rate covers all 33 Lutheran schools in SA.

Step 10 Teacher Pay in Extended and Varied PSAs, MOU’s or CAs in SA 2009 – 2011 Schools

Feb-09

St Peter’s Boys (Feb, Jul) Prince Alfred College (Jan) Scotch College Walford School Pembroke School Eynesbury College Lutheran Schools (33) Annesley College Woodcroft College St Andrews School Pulteney (Feb, Aug, May, May) Tyndale (end Jan & Jul)

$77,844 $76,944* $74,892 $73,601 $74,347 $74,923 $72,694 $72,697 $72,516 $72,210 $72,345 $70,509

Aug-09

$76,390 $75,745 $75,734 $74,148 $74,765 $73,938 $73,971 $74,097 $71,920

Feb-10

Aug-10

Feb-11

Aug-11

$77,531 $78,490 $76,372 $76,144 $76,071 $75,732 $74,078

$81,736*

$81,104 $82,057 $79,254

$82,890 $81,015 $80,769*

$79,317

$77,899

$77,493 $77,433* $75,560

*Note: Pay increase dates other than Feb and Aug are listed beside school name

EdU April 2009 IEU(SA)

Everybody is fed up with the DECS funding dispute So why is it still on? The DECS funding dispute has been running for almost a year now. Over that time, it’s affected everybody: students, parents, educators and the rest of the community. It is taking so long with no end in sight because while all the attention is on teachers, the Rann Government is also trying to get away with reduced funding for government preschools, schools and TAFE. If AEU members (and non members) accepted the Government’s low offer, funding for public education would be in jeopardy because AEU members would also have to agree to Treasurer Foley’s agenda to eat away at: • Class sizes; • School facilities; • Numbers of teachers, teacher/librarians; school counsellors and school services officers; • Individual learning support for students; • Resources for preschools, schools and TAFE.

New Agreement for Prince Alfred College Negotiations were underpinned by good will and a desire by both school management and the IEU to ensure a balanced and just outcome was achieved. School management actively encouraged strong Union involvement and made it clear from the outset it wanted to work with the IEU to ensure PAC retains and attracts quality staff by being an employer of choice. Given the successful outcome, school management is keen for the relationship to continue to grow. The parties used the current instrument (MoU) again until the new Forward with Fairness arrangements are in place next year. Notable improvements are: • A 5% pay rise paid 6 months early in January 09. • A payment scheme for both first and second co-curricular programs. • The supply of laptop computers to teachers over a two year period. • The implementation of a Health and Well Being Program. Members were once again ably represented by Jenny Gilchrist (Junior School), Martin McKinnon (Senior School) and Frank Bernardi (Union Organiser). The branch is grateful for their selfless contribution.

That is why the AEUs fight is also our fight. We, too, support high quality education being available for all children in this State. Support our AEU colleagues by sending a message today to help end the funding dispute. • Visit appleforteacher.com.au to find out more and send a message to the Rann Government, or • Write to or call your MP, Mr Rann (8463 3166), Mr Foley (8226 1866), Mr Caica (8226 8520) or Dr Jane Lomax-Smith (8226 1205) appleforteacher.com.au send a message today

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EdU April 2009 IEU(SA)

Individual assistance is also available

Don’t ask as refusal may offend IEU(SA) Executive has reconsidered the old Non Member Policy and streamlined it as a Member Assistance Policy. Reps should note the policy applies equally to them when acting as an IEU Rep. New members are always welcome. However, if they have an issue which predates joining, then IEU Organisers will not be able to advise, write letters, attend meetings, negotiate or advocate for the new member. Even telephone advice on a pre-existing issue will require a 3 month qualifying period. Officers and Reps will of course continue to assist members of other unions who come into our sector and join in a timely fashion. We will talk to AEU members doing a small amount of TRT work in our sector and understand that is reciprocated. Non members seeking advice over the telephone will still not be put through to an officer to ask their question. The IEU receives no outside funding, nor is it a charity or a public service. Years of members’ fees will not be used on those who have generally thumbed their noses at the Union and its members.

Glen Seidel Secretary

The IEU is a cooperative venture funded wholly by members for the benefit of members. It is bad enough that members’ fees fund the negotiating of enterprise agreements which apply equally to non members. If it is ever in the best interests of members to assist a new member, their interest is the sole criteria, not the possible severe impact on the new member.

Member Assistance Policy 1. The IEU will not provide advice to, or actively

advocate for non-members. 2. No advocacy will be provided for members on matters which predate joining. 3. Before a member is given advice on a pre-existing issue the member must have been a financial member for at least 3 months. 4. Any special requests for variations to this policy need to be put to the Secretary in writing along with supporting reasons. The Secretary may offer assistance in excess of this policy under such terms and conditions as are considered appropriate.

Join in time. It’s too late when trouble hits.

EdU April 2009 IEU(SA)

IEU(SA) Representative Development Program A new IEU Branch Representative Development Program will commence this year. The Program will comprise a one day foundation component – the Reps Introductory Course and then a number of other modules of from 90 minutes to 3 hours each for Reps who have completed the Introductory course. The Continuing Reps Development Program will allow Reps to choose which course or courses they want to attend from a range of modules. The Continuing modules will be offered as part of a full day program or as stand alone short courses.

Introductory Reps Course This will be a full day course of modules expected for all new Reps. The modules will include: How the union works • why do we need unions, IEU Union values, structure, affiliations Role of representatives • rights, expectations, responsibilities to members, organiser, Union administrative staff Organising in the workplace • communicating with members • workplace mapping • recruiting new members

Gerry Conley Educator

• Industrial Relations • Understanding your agreement • Supporting members (grievances/disputes, ensuring members have access to their entitlements, rights) • Building confidence/assertiveness • Conflict Resolution • Recruiting new members • Role of representatives • Union communications • Organising in the workplace • How the Union works • Negotiating skills (including the role of the negotiating team) • Worker’s Compensation • Health and Safety • Workplace bullying/harassment

Certificates Each module will be listed on the Certificate given to participants at the end of the Introductory course and added to as further Continuing modules are completed so that Reps can keep a record of their progress through the Development Program.

Course times

Continuing Reps Development Program A range of 90 minute to 3 hour modules for those Reps who have completed the Introductory course. These will include:

To ensure we broaden the opportunity for Reps to participate in the Program, some of the Continuing modules will be offered after school, and if the numbers are there, at regional locations. We will also trial an Introductory Course for Reps during this year’s July holidays.

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EdU April 2009 IEU(SA)

Class size

Simplifying Complexity Glen Seidel Secretary When members tell us that class size is an issue they often are feeling the impacts of the diversity of learning and special needs in the class as much as the absolute number of bums on seats. Not all students are equally “time efficient” at learning. Some need a little more time and some need a lot more time and some demand large slabs of time. The arithmetic is simple and worrying. For a class of 20 students in a 40 minute lesson one could expect 2 minutes per student on average. If there are 3 students who need 5 minutes help instead of 2 and there was a commotion that took 5 minutes to quell then the average available falls to 1 minute per student. That is hardly sufficient for the teacher to be able to develop an understanding of the individual student. The undemanding capable bulk get short changed. The students with special needs or challenging behaviours are not properly catered for and teachers and students alike end up feeling frustrated that effective teaching and learning can’t take place. The after hours workload of teachers is compounded by having diverse needs in a class. Class size doesn’t just determine how many pieces of work a teacher has to mark and how many reports need to be written. Tailoring activities and programs to cater for different needs within the same class adds enormously to the preparation and planning work load. Practical classes bring their own class size issues when safety and the limitations of facilities are considered. The DECS staffing formula is based on the assumption that 50% of secondary classes are “practical” and class sizes are set at 18. At the risk of labeling students (who are labeled already for special needs funding) we need to devise a numerical model to accommodate meaningfully for complexity as well as raw class size. The “complexity table” is a conceptual model designed to show that it isn’t all “too hard” and that something can be done to address the needs of all students and their teachers. It is a part of the Catholic EA claim. Averaging of class sizes over a cohort or over a teacher’s workload does not compensate the individuals who get short changed in the larger classes. Catholic class sizes are not binding maxima but benchmarks and where exceeded a non specific solution of extra negotiated support (if requested) exists.

Class sizes in SA Year level Catholic

IEU Claim DECS

AEU Claim

R–1

3–7

8 – 10

11 – 12

8 – 12 Practical

18 50% of classes

Any reduction in class size due to “complexity” should be based on an estimate of how much extra time a teacher would expect to spend with the student with needs so as to not disadvantage other students. Suggested special needs categories would include at least: Special learning needs, Disability, Aspergers/Autism, ESL/New arrivals and Challenging behaviours. The nature of the class also needs to be accommodated eg Individual learning plans, Composite classes, Broad range of learning levels, History of the particular class and OHSW or equipment issues with practical classes.

Concept proposal For every student that takes the time of two in teacher time or equivalent there must be one less student in the class. Adding up the categories • Those with identified special needs and or disabilities (mild, moderate and severe) • Students on individual learning plans • Other needs of students or the facilities • Composite classes. For every extra ‘one whole student time’ taken up, there needs to be one less in the class. For extra class room assistance supplied the student weighting can be reduced accordingly.

EdU April 2009 IEU(SA)

Genuine Consultation “I’ve been told that my hours are being cut – what can I do?”

Anne Edwards Organiser

IEU members often call the Union office telling us that they have been told that their job is going to be changed.

In the case of a reduction of hours, staff on casual or temporary contracts should have their hours reduced before permanent staff. There may be other positions that would be suitable for you. Your employer should provide you with appropriate training.

Common examples of changes are; • An increase or a decrease in hours worked each week • A change to the time that work starts or finishes each day • Changes to the duties that are to be performed. Members are usually distressed or angry initially, but then ring the IEU to find out what their rights are. In situations like these, your Award states that your employer must consult with you and your Union. The award also specifies what should occur during the consultation: Your employer must discuss with you and your Union • the introduction of the changes; • the effects the changes are likely to have on you; and • measures to prevent or reduce the adverse effects of these changes. Your employer must give prompt consideration to matters raised by you or your Union. Importantly, your employer must provide you and your Union, in writing; • all relevant information about the changes; and • the expected effects of the changes.

You may be entitled to a Redundancy payment (full or partial). Your Union can advise you about this and other entitlements. Some Enterprise Agreements recognise the need for employees to achieve a suitable balance between work and family responsibilities and contain provisions supporting employee requests for flexible working arrangements.

The Australian Industrial Relations Commission defines consultation as meaning to “appropriately inform employees, inviting and considering their response. Sufficient action must be taken to secure employees’ responses and give the employees’ views proper attention. Consultation requires more than a mere exchange of information. Employees must be contributing to the decision-making process.”

What should I do? – Act quickly! Speak to the IEU Representative at your school and/or your Union Organiser. Other members may also be affected. Don’t assume that your Organiser is aware of the changes. More often than not we have not been advised in writing by your employer as the Award requires. If you do nothing and actually perform the modified work without objection (eg your starting and finishing time is changed) then you run the risk of being considered to have consented to the change. Don’t agree to any changes or sign anything until you have received advice and had time to consider that advice. Your Union can insist on your employer meeting with you and your Union to discuss the changes. Any changes should be put on hold until you and your Union have proper input.

EdU April 2009 IEU(SA)

Get it fixed!

Grievance Procedures Bruno Sartoretto Organiser

Most issues that arise in schools are resolved informally and promptly. This usually consists of a verbal exchange between the two parties and an agreement is reached. Occasionally this process comes to a stand still and the problem becomes exacerbated by inaction. This is where the process becomes unstuck. The most appropriate way to achieve a resolution and invoke action is to lodge a grievance. Lodging a grievance simply means that you have given the matter thought, possibly discussed it with colleagues or an IEU Officer, and clearly articulated the problem including a possible solution. The initial step is to clearly specify the problem, place it under the banner of a grievance, and notify school management in writing. Within a period of about seven days the parties need to agree to meet to discuss the matter at hand. This period is what is stipulated in the Teachers (Non-Government Schools) Award but may be varied slightly by various Enterprise Agreements. If the problem is resolved to a mutually satisfactory conclusion at this meeting, all is well and good. Often simply having the discussion with both parties listening and responding respectfully resolves the issue. The person lodging the grievance is entitled to have a representative at this meeting. An IEU Officer would be the logical choice. It is recommended that the member contacts an IEU Officer to ensure that this happens. End of Stage 1. Should there be an impasse in the discussion and the remedy offered by management does not resolve the problem, a further meeting, or ‘conference’, with the Principal is convened. Once again, this needs to take place within a period of seven days. The Principal will most probably have a representative at this conference. If an IEU Officer was not at the previous meeting, it is now essential to have someone from the IEU Office attend. Discussion around the matter will hopefully bring a resolution and a remedy to the problem. End of stage 2.

Moving to stage 3 of the process. The South Australian Industrial Relations Commission is the usual dispute resolution provider. IEU Office assistance is critical at this stage as the employer will have sought advice regarding their position. It must be pointed out that simply because the Commission is involved the outcome may not be what one wishes. The Commission may determine that a completely alternative remedy not thought of by either party be implemented, find in favour of the employer, or seek to establish a ‘win/win’ outcome. How long does the process take? With a little latitude and understanding for school timetables and the like, the whole process from ‘go’ to ‘Commission’ should take a relatively short period of time. The South Australian Industrial Relations Commission will deal promptly with the issues referred to it. If at any stage the parties are satisfied with developments so the matter is resolved, the grievance procedure process can be halted. The IEU’s preferred position is that the problem be negotiated informally when it is first raised. Protracted arguments involve substantial amounts of time, money and stress. It would preferable for there to be a sensible and expediently negotiated resolution to the problem. By using the word ‘Grievance’, school administrations should give any problem the due consideration deserved and not let the issue roll on unresolved.

Most, if not all, school management teams should be interested in seeking that the matter is resolved as quickly as possible. Happy teachers make for happy schools. Should the matter remain unresolved, and it is clear that the impasse will continue, it is now time to get another body in to look at the situation and make a determination.

EdU April 2009 IEU(SA)

OHS Project Working in Heat

Gerry Conley OHS Project Officer any arrangements set in place are likely to be ad hoc and quickly put together.

It wasn’t very long into the 2009 school year that most of South Australia experienced if not the longest then certainly one of the more extreme heat waves that most of us can remember. The extreme conditions prompted Safework SA to issue a media release urging employers to watch out for signs of heat stress and to take measures to prevent harm in the workplace from the ill-effects of heat. What measures did your school take to ensure the health and safety of staff and students during the heatwave? The IEU received a number of emails and calls from members and health and safety representatives (HSRs) that their school was not adequately air conditioned or had put few if any arrangements in place to deal with the heat. A HSR at one metropolitan school wrote

“…most classrooms in the school are not satisfactorily air conditioned and we can’t all relocate to a cool room in the school. As teachers we have a right to teach and our students have a right to learn. This is not happening.” In South Australia, there are no regulations specifying standards for maximum temperatures in the workplace. However employers have a duty under Section 19 of the Occupational Health, Safety and Welfare Act to provide and maintain a safe working environment. The employer also has an obligation to monitor working conditions in workplaces under their management and control.

Action Plan for HSRs The focus of the employer must be on changing the work environment or working arrangements to eliminate the exposure to heat as much as possible. According to the Canadian Centre for Occupational Health and Safety: “35-40C is considered to be the limit of high temperature tolerance for most people”. If your school does not have an effective policy in place to deal with heat problems then the time to act is now, don’t wait for the first heat wave of next summer, as

The HSR should initiate the development of a policy or a review of the existing one, to be carried out by the health and safety committee. Meet with the Principal to discuss the issue as early as possible. If the Principal is dismissive or doesn’t recognise heat stress or discomfort as a health and safety issue, inform him or her that in your opinion and based on your belief, there would be a breach of the OHS&W Act and you may issue a Default Notice during the next heat wave. The policy should include a risk management process for identifying, assessing and controlling the risk from exposure to excessive heat and the IEU can help with information on what should be included. However it is important that your employer adopts measures to eliminate or reduce the risk to health and safety once it has been determined. Here are some control measures that the HSR can suggest be included in a heat stress policy to avoid exposure to extreme conditions. Indoor air temperatures should be maintained between 18-23C for work requiring physical exertion and 20-26C for sedentary work. This can be achieved through • Effective air conditioning or circulating fans to improve ventilation. Fans on their own are ineffective when the temperature is over 27C • Provision of portable air cooling cabinets which can be moved from room to room or area to area • Provision of shade trees, window tinting, blinds, eaves and verandahs to reduce heat gain from windows • Moving desks and workstations away from windows and other sources of radiant heat • Relaxing the dress codes of staff and students and allowing people to dress appropriately for hot weather. For outdoor work it is very difficult to control temperature. Where the outside temperature exceeds 26C it is necessary to consider measures to prevent the risk of heat stress. • Reschedule tasks so the most demanding ones are performed in the coolest parts of the day • Reduce the amount of time spent doing physically demanding tasks • Schedule frequent rest breaks in a cool area with cool drinking water provided • Cease all outdoor work when the temperature reaches 36C. These are just a few suggestions, for further information or assistance in developing an effective policy for working in heat contact the IEU.

EdU April 2009 IEU(SA)

Absolutely Super:

Economic Downturn Continues… Bernard O’Connor NGS Super

Investor confidence was at an all-time high in November 2007 with the ASX approaching 7,000, mergers and acquisitions booming and private equity deals enjoying relatively easy finance. Most default options in super funds were returning double digit figures. At that time cautious investment managers were questioning how long the boom could last and when the inevitable “crash” would occur. Little did most investment professionals realise that the current financial crisis would be profound, prolonged and punitive. Sparked by the shoddy practice of institutionalised subprime lending, the present economic downturn has been described by Treasurer Wayne Swan as “the biggest global upheaval since the Great Depression” (National Press Conference, 5 November, 2008). Essentially a financial regulatory system established in the early part of the last century was able to be “rorted” by unscrupulous traders who sold securities to domestic and international investors who did not fully understand what they were buying. Some of these securities were sub-prime loans held by banks and had no prospect of repayment, yet they received top ratings from the rating agencies prior to sale. Indeed the professional rating agencies have much to answer for in relation to their “misleading and deceptive” or simply “negligent” conduct in this crisis of confidence. As a result we are currently experiencing a loss of faith in the international banking system as cross-border flows of capital have dried up. Governments have had to stand in and prop up banks with capital injections and guarantees while numerous international corporations are also seeking government support to avoid insolvency. The important lessons learnt from the Great Depression of the 1930s have caused governments around the world to act quickly to stimulate economic growth in an increasingly recessive economic environment. The US Federal Reserve has cut interest rates to 0.25%; the Reserve Bank of Australia has moved its cash rates down to 3.25% with more cuts predicted in the short term. With the USA, the UK and most EU countries experiencing a deep recession, governments will be initiating fiscal policy to curtail unemployment, business failures and mortgage defaults.

indicated that economic reform, growth and job creation will be priorities for his Administration. Superannuation and pension funds are clearly feeling the brunt of the current market downturn with the prospect of two consecutive years of negative returns for default/ growth options facing them. Average returns from 1 July 2008 to 31 December 2008 for Australian Shares were -31.13% (S&P/ASX 200); international equities (US S&P 500) returned -31.27% for the same period (source: BNP Paribas Securities Services). These sharp declines in equities have a direct impact on superannuation balances for most fund members invested in default or growth options. The greater the portfolio exposure to the share market, the greater the decline in value of the account. On the positive side, the fact that governments around the world have acted unilaterally and jointly to stimulate economic growth and reduce unemployment is a sign that fiscal intervention is still considered to be a valuable tool to curb recession. A pragmatic US Administration will most likely act quickly to restore confidence and integrity to the regulation of financial institutions and will avoid the laissez-faire legacy of the Bush Administration through its pro-active fiscal policies. This will be an arduous task but a necessary one on the road to economic recovery. The overriding question is: when will we turn the corner and return to a growth environment? boconnor@ngssuper.com.au (Disclaimer: the information in this article is of a general nature only and does not constitute personal financial planning advice as the author has no knowledge of your personal circumstances. If you require personal financial planning advice, you should consult a licensed financial planner.)

President Obama plans to initiate a US $825 billion stimulus package to jump-start the world‘s largest economy and restore confidence in the international regulatory system for financial institutions. His package will undoubtedly have widespread consequences and he has

EdU April 2009 IEU(SA)

Indigenous Issues

What’s Happening in Lutheran Schools? Indigenous Education in Lutheran Schools in South Australia, Northern Territory and Western Australia is fueled by passionate people, dedicated to ensuring that all students receive an understanding of Indigenous history and viewpoint and that Indigenous students reach their potential.

Christine Reid Indigenous Education Advisor LSA

Our vision is that Indigenous students are in a safe, learning environment that nurtures and supports the development of each student’s potential through the provision of a relevant and challenging curriculum in an atmosphere of respect and love. As a system we have the targets that: all schools are implementing Indigenous curriculum; all students develop an informed understanding of Australia’s Indigenous people and their culture; educational outcomes in all areas improve for Indigenous students and retention of Indigenous students

to complete secondary education with pathways in place for employment. Schools are supported by the Indigenous Education Facilitator to achieve the targets through access to professional learning, Indigenous specialists, curriculum development, one on one support, cultural knowledge, quality resources and specific targeted programs. Indigenous educators are employed in all schools with a significant number of Indigenous students attending. Indigenous parent committees play an important role in decision making in these schools. The most effective way to develop respect for and understanding of Aboriginal people and their cultures is to experience positive and direct interaction. There is an emphasis on literacy and numeracy support with additional tuition as required ensuring that the students are confident and successful with their learning. Indigenous perspectives and Indigenous studies are a feature of the curriculum. We want to build in all students an appreciation and celebration of the contributions of both traditional and contemporary Indigenous cultures and perspectives. Teaching with an Indigenous perspective shows that schools and teachers value the knowledge, skills, interests, experiences, ways of viewing the world and aspirations of Indigenous people. Lutheran Schools in SA, NT & WA are making a difference through significant positive changes in educational outcomes for Indigenous students and through inclusive practices in curriculum, methodology, policies and school environment. The continued commitment to Indigenous Education is through the tremendous work being done by the school leaders, teachers, Indigenous workers and community members. Schools are taking action to ensure positive outcomes for a Reconciled Australian Society.

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Book review

“worth fighting for

Deborah Nicholls

Inside the your rights at work campaign” the campaign strategies – the media, marginal seats, mobilising – developed through the ACTU and union affiliates. It also considers the government and business community responses to the campaign. In the final chapter, it considers the lessons of the YR@W campaign. Muir takes us through the key campaign strategies and the response by employers and government. She highlights details of these strategies and provides analysis through both a consideration of the strategies themselves and their impact as part of the whole campaign and through the eyes of activists involved in the campaign. Strategies such as building community alliances, where in Chapter 5 ‘Winning them over one by one’ Muir explores the experiences of volunteers. For example, Muir talks of the campaign bus that Unions NSW took on the road. The value of this was highlighted in the words of one person in Lindsay who worked in the child care sector and was (at the time) a non-unionist. She attended the first NSW Day of Action. (p.129). She told Muir: “We went to the Sky Channel broadcast with the children; I was in tears because I thought ‘What have we allowed to happen?’ Because there was no mandate. They’d taken nothing to the people. I consider myself quite knowledgeable in most things but I was just gobsmacked at what I heard and I thought ‘Okay, I need to get active, we need to do something.’” (pp. 129 – 130).

by Kathie Muir UNSW Press 2008 The 9 October 2004 election resulted in a defeat for the ALP and three more years of Coalition Government led by John Howard. This meant a continuation of the increasingly conservative, individualistic and anti-worker legislation for which this government was renowned. Determined to campaign for a fairer, more just society, the Australian union movement launched a campaign that was to last for three years and involve workplace and community campaigning, a well-developed media campaign and community campaigning in marginal seats. All too often the important part of any campaign, its evaluation, is forgone with the necessity and imperative of the next one. Muir’s book is important to the union movement in that it provides an analysis of the YR@W campaign. It is a book that has value, not only for union leaders but for workplace reps and activists. There are many important lessons that we can learn from this campaign and take into how we organise at national, local and workplace level. From 2004, members of IEU SA were part of a campaign that helped change political history in Australia: the Your Rights at Work Campaign (YR@W).

In Chapter 8 ‘Doing politics differently’ Muir analyses the impact of the community campaigns, illustrating her analysis by consideration of activities in seats such as Longman in Queensland and Kingston in South Australia. In the Chapter ‘Mobilising to win’ Muir discusses ‘The ’40 Day Campaign’: 15 October to 23 November 2007’ which focuses on the 40 days leading up to the election once it was announced. As part of this campaign, there were days “designated to highlight the contributions of key groups of workers in the community: (including)… ‘workers who help our children grow…’” (p.114) For individual unions and the union movement, this book should inspire a much more detailed analysis of the impact of the campaign in workplaces and its impact on how unions organise, campaign and recruit. For those members and their families who participated in the campaign, whether in their workplace or community, this book is a must read. It is also a book for historians and lovers of history that provides an insight into the Australian industrial and political environment. Kathy Muir is a Senior Lecturer in the School of Social Science, University of Adelaide. She has published articles in the field of media and gender studies, politics and Labour history. She has also previously worked in the arts and cultural sectors and with the labour movement as an artist and in administrative roles.

This book examines the campaign from the inside. It looks at the industrial and political landscape of the Howard years and the media’s role in these politics. It focuses on the campaign through the eyes of activists. It analyses

EdU April 2009 IEU(SA)

What’s your problem...? an interactive column Re-classification

I am an ESO at ‘St. X’ School. About a year ago I applied for re-classification but was dissuaded by the principal from proceeding at that time. I am considering having another go. Recently some of my duties have been passed on to other ESOs. My current role does not completely reflect the role I was doing some 12 months ago. Should I now submit my reclassification application with the duties that I am currently doing and include the duties that I did in the past as I occasionally am still called on to undertake those duties?

Firstly, when you decide to go for reclassification, get some assistance from an IEU Officer. The IEU Officer will advise you how best to proceed and will help you construct a clear and detailed application. You should not let anyone convince you that it is best to wait for re-classification. If you think you are in a position to seek re-classification, go for it! Past duties that you are occasionally called to assist with, or give advice on to others, should be included in your application. You may well be required to undertake those duties again in the future. Remember, if a mutual agreement on reclassification cannot be achieved or 4 weeks lapses without a response from the employer, then an assessment panel must be convened to determine the application. These provisions are set out in the School Assistants (Non-Government Schools) Award. The application panel members are a representative nominated by the employer, one nominated by you (the ESO/LSO) and one nominated by the teaching staff of the school. Nothing is stopping you from seeking reclassification 12 months after your initial and unsuccessful reclassification application, but please, first give an IEU Officer a call.

If you have a question about your employment conditions that requires a prompt response, call the office and ask to speak to the duty officer of the day. If it is something that is not urgent, or you think that may be generally relevant to other members, send an email to dorothy@ieusa.org.au Identify yourself by name or membership number and any queries that are not selected for publication will be responded to personally.

TRT Rates A recent phone call to an IEU Officer went something like this: Officer: Hello this is <name>. Can I help you? Caller: Hi, I have recently graduated and am working as a TRT through an agency. I am being paid at a rate below the rate that I should be getting if I were employed by the school. Can you tell me what I should be paid at the school and why the rate is different when the employment agency pays me? Officer: When the receptionist put you through she indicated that you were not a member. Caller: Yes, that’s right. Officer: Well, why are you calling us? Caller: SO, WHO ELSE DO I CALL ON THESE MATTERS!? (emphasised) Officer: You have called the correct place regarding your employment in non-government schools but we can only help you if you are a member. You obviously have heard of the IEU before. Caller: Yes, I’m aware of the non-member policy and I did hear of the IEU at a Uni day last year, but I didn’t think I would need to join. Officer: We can help you with information on issues such as these if you are a member, and you get a 50% discount in your first 12 months of teaching in this sector. Caller: I am not employed at the moment. I am just doing TRT. Officer: No problem! We support TRTs through our fee structure and if you get a short term placement, simply contact the IEU Office and we can adjust your rate accordingly. (Membership rate given). Caller: Well, that’s pretty cheap. I think I should join. Stories like this highlight the need to be part of the IEU. Graduates are vulnerable in their initial employment and are under probation for the first 200 teaching days in a new appointment. Agencies paying TRTs at a very low level is an issue that needs to be explored. These teachers may already have irregular work and are often struggling financially. Labour hire companies reducing the salary of a TRT even further does little to encourage young teachers to remain in the education workforce. Schools that engage the services of a labour hire company should pay the fee for service and ensure that the TRTs are paid at the level stated in the Award or the agreed Enterprise Agreement rate. Please share this story with new Graduates and TRTs at your school. We would be keen to hear how your school deals with this issue.

EdU April 2009 IEU(SA)

APHEDA

Zimbabwe in Crisis

Anne Edwards Organiser “Moving Kitchens” APHEDA also assists the Zimbabwe Association of Women’s Clubs (AWC) with mobile food kitchens for emergency support of women and children. This project responds to the needs of women and children, particularly those displaced by political violence, and those excluded from receiving food aid by ruling party militia who make starving people sign party membership cards in order to get food. Some thought to support the democratic opposition are taken away for beatings. The AWC can reach vulnerable communities with food supplies, and local women arrange collective cooking and distribution, moving each day to avoid government interference.

The peak union federation, the Zimbabwe Congress of Trade Unions (ZCTU), has recently asked Union Aid Abroad – APHEDA for support to keep the union structures going in the face of great poverty and repression.

Unions in Need The ZCTU have highlighted a desperate need for emergency help in distributing food and necessities to the families of union members and others suffering from extreme deprivation. The drawn-out, asymmetric struggle between the Mugabe-led, military-backed ZANU-PF and the democratic opposition has shattered Zimbabwe’s economy, social infrastructure, and the livelihoods of many millions. Inflation rates have surpassed the almost incomprehensible rate of 231 MILLION percent. The Zimbabwe dollar is now worthless, but even if people had US dollars or South African Rand, often there is nothing to buy – the shops are empty. Political instability and continuing power hoarding by the ZANU-PF elite and its leader, Robert Mugabe, have translated into injustices at the most basic levels – most people are now out of work, but even catching public transport for those who still have work, has become too expensive; there is little food to eat, and millions of children are missing out on education as school fees are now out of reach. 80% of the population is suffering extreme hunger. Recently, Union Aid Abroad – APHEDA has supported the Zimbabwe Amalgamated Railway Workers Union to continue their HIV education program. In Zimbabwe, 5,000 people die each week from AIDS.

Unions will play a key role, along with other civil society groups, in the democratic reconstruction of Zimbabwe. For more information, or to make a donation, go to the APHEDA website www.unionaidabroad.org.au

Kinh Mon Club House The SA APHEDA group has been working to raise funds for a new club house to be built for the HIV/AIDS project in Hai Dong province in Vietnam. The Club House was opened on 6 March and is named in memory of South Australian Union activist Terri Daktyl who was killed in a car accident 12 months ago. Former IEU Educator/Organiser Deb Nicholls was in Vietnam for the opening and will continue working for APHEDA in South East Asia for about a year. Because of the high level of inflation in Vietnam and the falling US Dollar, the cost of the project has doubled. The SA APHEDA group will continue to fundraise to meet the additional costs. A dinner will be held on May 30th. Watch for further details.

EdU April 2009 IEU(SA)

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EdU April 2009 IEU(SA)

Independent Education Union South Australia 213-215 Currie Street Adelaide SA 5000 Phone 8410 0122 Country caller 1800 634 815 Fax 8410 0282 enquiries@ieusa.org.au www.ieusa.org.au