Issue 7 October 2013
Culture of progress
Engaging everyone
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contents News
EDITOR Antonia Maiolo 02 9936 8618 antonia.maiolo@apned.com.au
04 Health & wellbeing Conference uncovers causes of teacher stress
Journalist
06 Video in the classroom Recordings help evaluate best practice
Dallas Bastian 02 9936 8637 dallas.bastian@apned.com.au
production manager Cj Malgo 02 9936 8772 cj.malgo@apned.com.au
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09 Public vs. private Non-government schools’ market share grows in NSW
Haki P. Crisden 02 9936 8643 subeditor@apned.com.au
SALES Sam Pritchard 02 9936 8622 sam.pritchard@apned.com.au
11 SA teaching collaboration Flinders, Adelaide plan double degree
Thomas Korner 02 99368668 thomas.korner@apned.com.au
Industry & policy 12 Coalition’s school policies What changes are ahead?
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19 Top tech products Our readers tell us the three tools they want most 20 Postgraduate study Is it worthwhile for teachers?
Teachers, Jo Reid-Speirs and Averil Milne with student Samantha Georgetown from Bray Park State School. © Copyright. No part of this publication can be used or reproduced in any format without express permission in writing from APN Educational Media. The mention of a product or service, person or company in this publication, does not indicate the publisher’s endorsement. The views expressed in this publication do not necessarily represent the opinion of the publisher, its agents, company officers or employees.
16 NAPLAN results 2013 Improvements for primary; high school stagnates
In the classroom
Cover image
PUBLISHER’S NOTE
08 QLD closes six schools State vows to support parents and students affected
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24 A win for Indigenous work Five schools recognised for community collaboration 27 STEM subjects Outreach programs to keep teachers in the know
Workforce 30 In the job market How the employability of teachers measures up
Community focus Audited 15,635 as at Sept 2012
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33 Transforming education From Melbourne to Myanmar
Our kids matter. Join the growing number of schools making student mental health and wellbeing a priority. KidsMatter Primary is a mental health initiative that provides primary schools with proven methods, tools and support to nurture happy, balanced kids. For more information go to www.kidsmatter.edu.au/primary
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Stress less 1. Prioritise: Plan how much time you will dedicate to your personal life and work. 2. Learn to say “NO!”: Say no to things that aren’t a priority, engaging in dismissed activities later if important things come up. 3. Use stress management techniques: employ systematic problem-solving – define the problem, break it down one step at a time, then develop, evaluate and execute a plan of action. 4. Talk to friends and family: establish and use a social support network. Ask for and accept help, cultivate good relationships, talk. 5. Talk to colleagues and the boss: if nobody knows the pressure and stress, then no one can help. 6. Do what works: this may include separating or integrating work and personal life and combating stress with diet and exercise. Source: Paul Richardson and Helen Watt
What’s getting under your skin Relational demands and management accountability structures are some of the stressors affecting teachers. By Dallas Bastian
A
udits and increased standardised assessments of quality are stressing out teachers. These were two of the issues identified as causes of unease for teachers at a recent business breakfast on the health and well-being of the education workforce. Associate professors Paul Richardson and Helen Watt were among the speakers at the event, held by Monash University’s faculty of education and the Institute for Safety, Compensation and Recovery Research. “Teachers’ interpersonal work is framed by an apparatus of management structures that monitor and assess how teaching and learning is organised and conducted,” Richardson said. This results in work intensification and the instability that comes from curriculum and organisational reform. Subsequently, teaching is increasingly stressful and demanding. Richardson said a teacher’s long-term classroom behaviour would probably be dictated by how these stressors were 4 | educationreview.com.au
initially handled and whether novice teachers had suitable coping strategies. He said that would determine levels of professional commitment as well. Within their continuing FIT-Choice study, Watt and Richardson are tracking the experiences of 1651 future teachers, from their initial entry into teacher education a decade ago. They have found that part of what makes teaching emotionally and psychologically demanding is the interaction teachers have with parents and employers. “Teaching as a profession is increasingly demanding, becoming less stable and secure employment, and offering relatively low status and monetary rewards,” Richardson said. The large-scale, longitudinal study has found that increased workload has worn out some teachers. “These teachers reduce their effort and occupational engagement in order to cope with chronic stressors, and are no longer personally invested in performing well,” Watt said.
Teachers could also burn out if they attempt to maintain a high level of motivation in situations where they cannot attain the goals and standards that they have set for themselves and their students. “Burnout results from prolonged workrelated stress and manifests as physical and emotional exhaustion,” Watt said. “It has been linked to low professional commitment, poor coping strategies, low work satisfaction, poor well-being, and early attrition from the profession.” She said burnout was a forerunner to dysfunctional teaching behaviours that could have a negative impact on students. “Together, burnt out and worn out teachers comprise 27 per cent of our beginning teacher sample,” she said. Watt added the focus on the pedagogy and content within teacher education programs was another area where attention needed to be paid. “These programs have provided little, if any, guidance or instruction about how to establish, negotiate and manage relationships – skills central to the role of being a teacher,” she said, warning that employing authorities need to take their work-care responsibilities seriously if workplace support is to improve. “It would seem clear that it is high time for governments, employing authorities, politicians and the mass media to show greater understanding of what is demanded of teachers, especially beginning teachers,” she said. n
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Course
rewind
Pre-service and practising teachers at Ashdale Secondary College can go to the video to hone their skills. By Dallas Bastian
M
ultiple high-definition video cameras are in place within two classrooms at Ashdale Secondary College, allowing pre-service and in-service teachers to gain insights into teaching and learning practices. Ashdale worked in conjunction with Edith Cowan University (ECU) on the design of the facility, which was purposebuilt for observational classrooms. The rooms were constructed during 2011 and 2012 and the facility has been operational for about a year. Teachers are able to mentor and coach their peers and critique one another’s work. Ashdale principal Carol Strauss said watching a more experienced person run a class can help pre-service teachers develop. Then they can enact what they see when they head a class. “It [allows us to expose] our pre-service teachers to in-depth discussions about what’s happening in class, Strauss said.
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ECU school of education head professor Christopher Brook explained that the recordings can help take the mystery out of things. “One of the most difficult aspects we have in working with in-service teachers is that they are so highly skilled and so talented they can’t explain what they’re doing and why,” Brook said. “We can capture a learning sequence or a learning event [on video] and then we can have the teacher deconstruct it for us.” The videos can also be used for inservice teachers to reflect on classroom events and their own practices. Users of the rooms “can actually break down the moment by moment teaching practice and then talk about it later”, Strauss said. The technology can also be used for simulations; problematic situations can be set up and teacher action can be evaluated. And classes are used for research purposes, providing an overall picture of teacher quality. “The aim of these rooms is to continually improve the practice of teachers and to learn new strategies, new techniques and new ways of delivering curriculum,” Strauss said. “We’re trying to create a community where not only students are learning but staff are learning as well.”
Brook said the technology had become part of the teaching process within the school and students and teachers don’t pay any unnecessary attention to it. “What we’re really seeing, which is the key for us, is teachers engaging in genuine dialogue about the quality of teaching and the quality of the learning experience,” Brook said. Strauss said that the response from the teachers participating in the program had been positive. “There’s been a strong take up across the school and within our cluster of schools, so both primary and secondary teachers and of course our pre-service teachers who come in as resident teachers, are very interested in using the rooms,” she said. The benefit of having that sort of an environment is that educators are continuing to learn what makes a difference for students, she said. “One of the things our kids are often asked is, ‘What’s the best thing about Ashdale?’ And they say the teachers.” Brook said there are plans to work with different models at other schools and that the university is also exploring new technologies, including using iPhones to track the movements of teachers within a classroom with video. n
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Queensland
shutting down six schools
Langbroek says affected students and their families will receive transition kits. By Antonia Maiolo
S
ix Queensland schools are set to close by the end of this year, following a review of their viability. Education minister John-Paul Langbroek confirmed that Charlton State School, Fortitude Valley State School, Nyanda State High School, Old Yarranlea State School, Stuart State School and Toowoomba South State School would close at the end of term 4. Since the beginning of the year the State Education Department has been weighing the sustainability of eight schools, looking at factors including enrolments, accessibility, curriculum and resource levels.
The closures will affect roughly 500 students and 100 teachers. The two other schools under review – Everton Park State High School and Wyreema State School near Toowomba – have managed to avoid the axe. “As minister for education, it’s my job to make the tough decision, but I am confident this will help our students receive the best education in the best facilities,” Langbroek said. He said the closures were not about making money and any funds would be reinvested to improve school infrastructure. The education minister also said Student Transition Kits would
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be developed for all affected students to help them move to their new schools from the start of 2014. Parents of primary school students will be eligible for cash hand-outs of $500 to cover out-of-pocket expenses, including new school uniforms. Parents of high schoolers are set to receive $750. Financially disadvantaged students and those who live in more remote areas might also be eligible for transport subsidies. Parents and staff affected by the impending closures are now considering their options and reportedly a class action is possible. n
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Private schools gaining in NSW
Non-government institutions claim a bigger market share. By Antonia Maiolo
T
he number of parents in NSW who are opting to send their kids to non-government high schools has grown, a new report has confirmed. NSW Government schools’ share of enrolments continued a downward trend, especially for high school, a report from the NSW Department of Education and Communities’ Centre for Education Statistics and Evaluation stated. However, it also showed that primary enrolment for government schools was steady in 2012. Although enrolments at NSW Government schools increased for the fourth year in a row, there was an overall decline in public schools’ share of enrolments, falling from 66.0 per cent in 2011 to 65.7 per cent in 2012. This is because enrolments at private institutions were growing more quickly, the report stated.
Between 2001 and 2004, the total government enrolment share fell by 0.5 percentage points each year. The number of non-government schools that offer secondary education has increased by 38 since 2001, whilst the number of government secondary schools decreased by eight over the same period. The regions with the highest numbers of government enrolments are mainly outside the Sydney metropolitan regions. The Sydney and Northern Sydney regions have the lowest government enrolment share in NSW, at less than 62 per cent. Dr Geoff Newcombe, executive director of the Association of Independent Schools of NSW, said surveys of parents tend to identify several reasons for sending their children to non-government
schools at secondary levels, including the range of subject choices available and extracurricular activities. He said a school’s academic performance, a disciplined environment in both behavioural and academic terms, or the preference for an educational environment that reflected the family’s own values and beliefs – such as religious faith or cultural background – could also come into play. “Surveys show there is a perception among many parents that primary schools across all sectors offer a consistently good quality of education, while there is greater variation between schools at secondary level,” Newcombe said. “This is often linked to broader subject choices as well as a child developing their interests or strengths in very specific areas such as maths and science, and a desire to provide them with an environment that will encourage and foster these interests.” He added that many parents’ choices were a result of their own education experiences, either because they attended a specific school and want a similar educational environment for their child or because they want a different experience for their child than what they had. n
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Adelaide, Flinders talk double degree
Collaboration would allow practical training sooner for education students. By Antonia Maiolo
T
he University of Adelaide and Flinders University are exploring a partnership that could result in the joint offer of a double degree in education in South Australia. The concept would involve students enrolling in a program combining an undergraduate discipline degree at Adelaide with an education qualification from a partner university. Adelaide could remove its education course entirely. The joint program was proposed in a review of Adelaide’s school of education, which recommended collaboration with other partner universities. Flinders vice-chancellor professor Michael Barber welcomed the discussions now occurring with the University of Adelaide. A statement by Flinders University read: “The two universities are exploring a collaboration under which students could combine an undergraduate education degree taught by Flinders with a degree from another discipline at University of Adelaide. “Students would graduate with a double degree. A pathway from a University of Adelaide bachelor degree to a Flinders master of teaching is also on the agenda.” Barber said: “Research shows that embedding an element of practical teaching from an early stage in university studies makes an enormous difference with graduates being more likely to enjoy a successful career in the classroom and stay in the profession. This collaboration could definitely help us deliver that outcome,” adding that Flinders has “always been at the forefront of teacher education”. “Our experience is that employers, and indeed parents, want to see that well-rounded classroom teacher who has the academic background as well as the mentoring and communications skills that are essential for quality teaching,” he said. Adelaide University vice-chancellor professor Warren Bebbington, said the collaboration could reduce the duplication in
education courses in South Australia at a time when static school population could mean limited jobs for teachers. “A double degree across the two universities could enhance the quality of teachers, by combining rigour in a subject area with a broader pedagogical experience than either university could offer alone,” Bebbington said. In discussing the value of a double degree, professor Kay Whitehead, deputy dean from the school of education at Flinders, said, “For students studying to be a teacher, a double degree comprises a liberal education as provided by a bachelor of arts and a thorough preparation for their future careers.” Whitehead said the school of education at Flinders understands that prospective teachers need to participate in a wide range of subjects, “that foster their creativity, stimulate personal growth, contribute to current knowledge and enhance their understanding of the world and their place in it” – which a double degree could offer. The SA Minister for employment, higher education and skills, Grace Portolesi, welcomed the partnership. “Universities working in partnership opens up many opportunities for our teachers that will be felt in all schools,” Portolesi said. She explained that the demand for teachers in South Australia remains high, particularly in disciplines such as science, mathematics and design studies, and that it is expected to grow into the future. “It is hoped that students could benefit from this alternative course offering that will see students complete their undergraduate program before moving on to a rigorous two-year teaching program. “The University of Adelaide and Flinders University are both highly regarded and respected institutions. This collaboration is an exciting innovation.” n educationreview.com.au | 11
industry & policy
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industry & policy
On the horizon It’s early days for a new federal government that’s promising more local control for primary and secondary schools. By Louis White
W
ith the change of government comes nervousness and excitement around what changes may come in educational policy and direction for primary and secondary school systems. The David Gonski report, subject to detailed debate, led to the Coalition Government announcing before the election that it would match whatever the previous government had promised in education funding for the next four years. However, there will be noticeable differences under the new leadership. For six years, under a federal Labor government, reports and targets have dominated the education landscape. Now the Coalition is keen for states, territories and non-government sectors to keep authority over their schools. “Rather than trying to control every aspect of the operations of schools from Canberra, we will dismantle in the Australian Education Act those sections that would give the Commonwealth overarching control of school systems whether they’re government or non-government around Australia,” minister for education Christopher Pyne said on the eve of the election. The Coalition will be encouraging about 1500 existing public schools (25 per cent) to become independent public schools by 2017. A $70 million Independent Public Schools Fund will be established to help this effort. Coalition earmarks also include $10 million for a one-year trial of online language learning for children at pre-school, so that every pre-school child has the opportunity to study a foreign language. There are plans to change the National Curriculum as well, “so that it teaches students the things they need, but remains flexible enough to cater for a diverse school community”, the Coalition’s policy document states, adding that the new government does not see the National Curriculum as a static document, “rather, one that gets gradually improved over time”. Prime Minister Tony Abbott’s government has committed to prioritising the development of a curriculum for 13 foreign languages for study in mainstream schools by 2015. The government aims to work with the states to make the study of at least one foreign language from Year 5 to Year 10 compulsory within a decade. Specialist teachers will be added to the Skilled Occupation List. The new government policy document also states that it plans to improve teacher quality and support by developing best practice guidelines for teachers and ensuring that when students graduate from teaching degrees, they have the “right mix of academic and practical classroom skills”. The government has stated it will “explore educationreview.com.au | 13
industry & policy
Rather than trying to control every aspect of the operations of schools from Canberra, we will dismantle in the Australian Education Act those sections that would give the Commonwealth overarching control of school systems whether they’re government or nongovernment around Australia.
more flexible pathways into teaching that are not bound by traditional training streams” by reviewing the professional teaching standards linked to accreditation. What stakeholders want
The Coalition has outlined other policies as well, including a promise to restore the focus on science, technology, engineering and mathematics in primary and secondary schools. But one of the great hopes of the government and nongovernment schools is for a reduction in red tape and bureaucracy. National Catholic Education Commission (NCEC) executive director Ross Fox says principals, teachers and Catholic school authorities have expressed concern that reporting and compliance requirements are placing an unnecessary burden on schools. “Catholic education supports the need for accountability, but is concerned red tape may be distracting teachers and school leaders from their focus on student learning and teaching in their schools,” Fox says. The NCEC has welcomed the Coalition’s commitment to bi-partisan support for funding for Catholic schools to 2017, however. “Catholic education believes future capital funding arrangements should recognise the need for new Catholic schools in growth areas throughout Australia and the commitment of Catholic education to serve disadvantaged communities,” Fox says. “Further progress in this
area will be welcomed.” One child in five in Australia is educated in Catholic schools. The Australian Primary Principals Association (APPA) campaigned for three areas to be addressed under a Coalition Government. APPA executive officer Michael Nuttall says: “Firstly, a review of the Australian curriculum, especially in relation to the history curriculum. The APPA would see benefit in a holistic review of the primary school curriculum that took account of what could fit into a primary school day. “Secondly, reforms within the area of initial teacher education. These might be expected to include changes in relation to admission processes into teacher courses, alternative pathways into teaching and the content of initial teacher education courses. “Thirdly, the relationship between NAPLAN and what the Coalition sees as its prime purpose of being a diagnostic tool for schools [something the new government wants to consult with teachers and the states on]. The Coalition expresses concerns about publication leading to too much pressure being placed on teachers to teach to the test.” The new government has stated that it wants NAPLAN results to be produced faster, within 12 weeks. It also wants a review of the MySchool website and annual reporting of NAPLAN. In addition to those concerns, APPA also want to see primary schools, specifically, transformed in a multitude of ways.
VOCAL CRITICS The Abbott Government’s biggest critic throughout the first term of office may not come from the federal Labor Party sitting opposite in Parliament, but from the very vocal and political Australian Education Union. The AEU ran a national advertising campaign against Coalition education policies while also putting out numerous press releases criticising its policy initiatives. Meanwhile, the union supported Labor and Greens education initiatives. In response to the Coalition winning office, the AEU has outlined its concerns over funding. “The key challenge for the incoming government is to resolve the schools funding issue,” AEU federal vice-president Correna Haythorpe says. “So far, they’ve only committed one-third of the federal funding for the five Gonski agreements already signed, and abandoned plans to pursue agreements with the remaining three jurisdictions – Western Australia, Queensland and the Northern Territory.
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“The Coalition Government must now stop playing cheap politics on this issue, and secure funding certainty over six years for all states and territories. “We want to see leadership from the Coalition on the schools funding issue, but also on supporting the profession of teaching across the board. The Coalition Government has an opportunity to support lifelong learning and professional development for teaching. To ensure we have the best teachers, we need to see more support, from the training stage right through teachers’ careers.” The AEU also argues that curriculum changes should be left to those in the know, not government agendas. “Curriculum development is a process that is best left to education experts,” Haythorpe says. “The current process features plenty of opportunity for input and consultation to arrive at a well-balanced and educationally sound curriculum. We’d like it to stay that way.”
industry & policy “Teaching and learning leadership and professional support must be provided to every teacher,” Nuttall says. “Administrative support must be to a level that allows school leaders to focus on student learning and teacher professional development and ensures that teachers can focus on teaching in the classroom. “Early, focused and sustained intervention that addresses both learning and well-being must be available for every student in every school. Adaptable technology that enables 21st-century learning – and the skills to use and maintain that technology – must be present in every school and classroom. “Primary schools are increasingly responsible for the provision of the social foundations upon which Australian society is built and for the physical, mental and emotional well-being of students. There are also more complex relationships with parents and an increasing number of community partnerships for which primary schools are deemed responsible. Simply stated, meeting these demands requires greater capacity and resourcing.” The Australian Secondary Principals Association also has issues it would like to see addressed. “ASPA has always made it very clear that schools are suffering under the weight of policy overload and yet there is still too much uncertainty,” president Sheree Vertigan says. “Most schools would like the opportunity to work on embedding the changes that have been introduced over the last decade so they can focus on teaching and learning,” Vertigan says. “We want to have a great teacher in every classroom and the great teachers are supported by highly trained great school leaders. “Although every new government seems to want to change aspects of education, we would encourage them to get the curriculum embedded, ensure that teachers have adequate support through professional learning and IT, for example, to deliver the curriculum – and then focus on quality teaching that will improve student learning outcomes.”
The Coalition has vowed to develop best practice guidelines to improve admission standards into teaching courses based on both academic achievement and other important factors, such as their motivation for a career in teaching. “ASPA wants the essential funding for government secondary schools determined by need to be delivered to the school as soon as possible,” Vertigan says. “There has been a lot of conversation around the fact that expenditure on education has increased, and it has, but much of the expenditure was for IT and IT infrastructure, science and maths labs, pride in our schools and [Building the Education Revolution] that did not go to secondary schools. “When ASPA speaks about funding, we are talking about the essential funds required to address disadvantage in a targeted and sustained way for at least the next decade. “Government secondary principals want funding certainty so they can get on with planning programs that are built into the school improvement plan and able to be sustained over a number of years. Real change takes time and in most instances requires targeted continual funding – adequate funding of programs that engage adolescents in learning.” The Coalition has stated that it will invest an additional $120 million over the next four years – on top of what Labor had pledged – to improve schools and education outcomes for students on top of the funding already committed to the budget. So, what promises will the Coalition keep and how much action will we see? Time will tell. “If past Coalition governments provide any evidence as to how they will act, we expect there will be lower levels of direct intervention or policy directives, a focus on reducing red tape, and more money direct to schools for specific program-based interventions,” Vertigan says. n
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educationreview.com.au | 15
industry & policy
ACT students still
NAPLAN stars Canberra, primary students shine, Qld most improved, in national tests. By Antonia Maiolo
R
esults from the latest national tests are in. They show a general boost in the performance of primary school students, whilst high schoolers are at a standstill. The preliminary NAPLAN 2013 report shows that, overall, results are stable from 2012, with years 3 and 5 continuing to show improvement since the tests were introduced in 2008. There was also a moderate boost in the performance of Year 5 reading nationally when compared with 2008. And there were signs of continued improvement across all states in Year 3 reading, whilst results for years 7 and 9 seemed to be steady across most testing categories. The annual NAPLAN tests measure students’ reading, writing, numeracy and language skills across years 3, 5, 7 and 9. Robert Randall, CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA), says the data allows educators and parents to see
16 | educationreview.com.au
how their children are performing and improving against national benchmarks. “These results give encouragement that Australian schoolchildren are maintaining – and in some cases improving – their performance over time in the important areas upon which other learning is founded,” Randall says. Looking at the numbers by region, the data shows improved reading results in Queensland, Western Australia and the Northern Territory. Almost all states made progress in Year 5 reading; NSW was the exception. However, NSW did manage to top the nation in spelling at all year levels. ACT students continue to be among the highest-performing in the country, posting the strongest scores in reading in every year since 2008. Canberra students also ranked first or equal first in 16 out of 20 categories. And the ACT reported the strongest results in reading and numeracy for years 3 and 5. ACT education minister Joy Burch says the results validate the significant investment the territory government has made into education. “The ACT recently signed up to the Better Schools (Gonski) reform, which will provide an additional $190 million for all
ACT schools over the next six years, and I am confident that this will support our schools to continue to lead the nation,” Burch says. Queensland took the title for most improved state, showing better results in most areas for pupils in years 3 and 5. However, whilst Queensland’s Year 3 students showed particular improvement in grammar and punctuation, the state still remains below the national average in all 20 test categories. Queensland’s minister of education, John-Paul Langbroek, says whilst the results are encouraging, the Newman government is still aiming to lift the performance of all students. “To help with this, government is investing $26 million in Getting the Basics Right literacy and numeracy grants, so that schools can tailor their early literacy and numeracy programs to the specific needs of students in Prep to Year 2. “We are also providing $54 million over four years to provide a further 9000 teacher aide hours in 600 prep classes,” Langbroek says. In Tasmania, students showed big improvements in reading, particularly in Year 5, where the proportion of students
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reaching the minimum standard jumped almost 5 percentage points in the past year. But the state seems to be lagging behind the rest of the country otherwise, as students in years 7 and 9 are below the national average in all areas. Tasmania education minister Nick McKim acknowledges the progress made in some disciplines but says “we recognise that significant challenges remain, and there’s room for strong improvement in some areas”. Students in South Australia have recorded their best results in the national literacy and numeracy tests to date, improving in 14 of the 20 areas tested. But SA remains behind the national average in 19 out of the 20 disciplines. Year 7 persuasive writing is the only area where an increased number of SA students met the national minimum standard. SA education minister Jennifer Rankine says making education a priority from birth is critical in improving academic results. “We have made improvements in 14 out of 20 areas and we want these figures to continue to improve,” she says. “That’s why it’s so important that our children start learning at home, with their parents and families, right from birth.”
The future of NAPLAN remains unclear, as the Coalition plans to review the publication process of the test results within the next few months. New education minister Christopher Pyne has previously said the publication of the raw results on the My School website made the process “highly stressful” for parents and teachers. Pyne says as a result “NAPLAN has been bastardised from something useful into something loathed”. Meanwhile, the Australian Greens have confirmed they will reconvene a Senate inquiry into NAPLAN testing as a matter of priority when parliament resumes. Greens spokesperson for schools senator Penny Wright says the Senate inquiry had an overwhelming response from teachers, parents and schools, who say they want significant changes to the NAPLAN test. “The evidence we heard left me in no doubt that the MySchool site has made NAPLAN a high-stakes test, which puts pressure on teachers and students alike and distracts from student learning,” Wright says. She says as many as two-thirds of principals believe the tests have a negative impact on well-being. n
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in the classroom
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in the classroom
Can’t live without ’em Tablets are at the top of the list of teachers’ most wanted tech items. By Antonia Maiolo
I
n our latest poll, Education Review asked you, our readers, what technology products you wanted in your classroom – and why. We had an overwhelming response, and from the results we have compiled the top three tech tools as chosen by teachers and principals.
2. Interactive whiteboard
Around the country, chalkboards and chalk trays have become a thing of the past, as thousands of education providers are embracing interactive whiteboards. Many teachers say it has improved class engagement and interactivity. The whiteboard allows the user to manipulate items projected onto a board using their fingers as a mouse. Most brands allow for up to three users, providing a collaborative environment to develop ideas and share information. Interactive whiteboards can be used in various ways in the classroom: from giving teachers the ability to show YouTube videos to displaying PowerPoint presentations to reviewing assignments and daily agendas in front of the class. It also allows teachers to record class lessons and other administrative documents. Our results found that mathematics teachers in particular see interactive whiteboards as a beneficial tool for students to tackle tricky problems, allowing the teacher to demonstrate how to do navigation diagrams and difficult calculations.
1. Tablet device
One of the products teachers desire most for their classrooms is a tablet device. They are potentially anywhere, anytime learning tools that contain text, sound, images and interactive elements. Teachers could use these devices to mark off attendance, digitally display students’ work and other presentations and record lesson plans, report the teachers surveyed. The light, easily portable tools can replace heavy textbooks and laptops and the 10-hour battery life allows them to last the whole school day. One kindergarten instructor says tablets give teachers access to myriad applications, including phonics, spelling, sentence building, vocabulary extension and word-play games. This tool provides hands-on learning and inspires creativity amongst students by fostering an interactive and engaging learning environment. One teacher from Western Australia says a tablet’s touch screen is what sets it apart from desktop or laptop computers and added that, “The [tablet] has access to the internet to enable students to conduct research and investigative work.”
3. Kindle
The Kindle e-reader has revolutionised the way we read books. Not surprisingly, our readers chose it as one of the most wanted new technology products in schools. Much lighter than textbooks, the Kindle allows teachers to carry a virtual library of texts in one compact reader. A Kindle account also gives teachers the option to display text from a computer screen onto a whiteboard or projector to enable whole-class out-loud reading. It is particularly useful for teachers working with students who are struggling with reading, as it has a text-to-speech facility so students can hear and see the text simultaneously. The ability to adjust the text size is also helpful to those students dealing with vision problems, as the size of the type fonts can be adjusted. Another added bonus of a Kindle is the built-in dictionary function. With this, students are able to highlight a word they may not understand and look up its meaning, which encourages independent learning. n
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in the classroom
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in the classroom
Teachers: stay in school Recent surveys confirm the boost postgraduate awards can give an education career. By Antonia Maiolo
i
n a world where the jobs market is becoming increasingly competitive, it’s no wonder a growing number of Australians are choosing to invest in postgraduate education. As the notion goes, additional credentials could improve an individual’s employment and salary prospects. Now recent studies have confirmed this advantage. The data shows the costs and sacrifices that come with further study are well worth it; particularly for teachers, who often need to learn new skills in order to advance their careers. According to The Good Universities Guide to Postgraduate Courses, a postgraduate degree can provide teachers with career progression
opportunities, as well as a higher salary. The Good Universities Guide’s data manager, Ross White, says there are obvious differences in terms of employment and salary outcomes for postgraduates and undergraduates for anyone taking on a master’s by coursework-type degree in education and training. “The way our data stacks up seems to support the ROI prospects on that investment,” White says. Findings show that earnings sit roughly around the $50,000 mark for domestic graduates aged under 25 years. In comparison, postgraduate students can expect to earn about $70,000 once they’ve completed their studies.
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in the classroom full-time employment at the time of the survey in 2012. This figure is essentially unchanged from 6.6 per cent in 2001 but notably higher than 3.6 per cent in 2006. In the wider Australian workforce, Australian Bureau of Statistics data gathered at about the same time as the AGS suggested that postgraduates had an unemployment rate between 2.5 per cent and 3.5 per cent, compared with 7.7 per cent for those with no post-secondary qualifications and 5.3 per cent for the entire workforce. For earnings outcomes, data from the AGS and Good Universities Guide are similar. The AGS places the median salary for all postgraduates at $75,000 ($85,000 for males and $70,000 for females). Overall, the data shows that postgraduate courses – across all fields of study – continue to play a significant role in the education and training of Australians. From 1999 to 2011, the number of people completing postgraduate awards increased by 127 per cent. In 2012, more than a third of students who had completed higher education had studied at a postgraduate level. GCA general manager Graeme Bryant says, “Postgraduate study meets a variety of student needs, from updating skills and re-skilling to adding vocational qualifications to a generalist degree in order to stand out from an increasing 7 : 0 1 + 1 0 : 0 0 number of bachelor degree graduates in the Australian workforce.”
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Similarly, the survey found that employment prospects improve for those who are holding postgraduate qualifications. Fewer postgraduates than undergraduates are still seeking employment at about three to four months after they finish their course; the difference They is 5 percentage points. The Good Universities Guide survey also looks have had life at estimated costs of a master’s by coursework experience, program for education and training. The average they have price tag of a course was about $20,000, whilst annual earnings for teachers completing had other postgraduate qualifications go up by $20,000. jobs, and “On the whole it looks like it seems to be paying for itself,” White says. they have He says postgraduate salary figures vary across made the different universities and, given this, it’s worth mature shopping around to find the university that best suits your expectations for completing further study. decision to The latest Australian Graduate Survey (AGS) become a conducted by Graduate Careers Australia (GCA) also highlights the success postgraduates have teacher. when searching for a job soon after employment. Almost one in 10 (9.2 per cent) of recent postgraduates were working part-time while continuing to seek full-time employment and 84.5 per cent were in full-time employment, meaning a total of 93.7 per cent of new postgraduates were in some form of work shortly after completing their degrees. C O 1 4 0 1 9 T 1 MR - E d u c a t i 1 2 0 1 3 - 1 0 - 0 1 T1 5 : 3 Figures from the annual AGS have shown that 6.3 per cent of recent postgraduates were seeking
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in the classroom Postgraduate qualifications are particularly accessible now that many universities offer their courses by distance and online, as well as parttime, so students can study from home. David Cummings, Open Universities Australia’s director quality and courses, says they definitely give teachers a leg up in the job market. “Postgraduate study shows that teachers are willing to engage in and take ownership for their own continual professional development, and allows them to demonstrate areas of specialisation, such as educational leadership, curriculum development, or classroom management,” Cummings says. Improving employment and salary prospects are not the only reasons to pursue further study, however. Doing so can also address curriculum gaps teachers may have, Cummings says. “For example, the changes in the Australian Curriculum introduce geography and history for the first time,” A qualification can also be particularly beneficial if and when a teacher wants to leave the classroom and move into other fields. Course coordinator of special and inclusive education at the University of Sydney, associate professor Dr David Evans, says advanced qualifications are especially
important in his field of study, which is for teachers working with students who have disabilities and other learning difficulties. It isn’t mandatory that a teacher hold a postgraduate award to work with kids who have special needs, but Evans says teachers who complete the course have an edge over others when vying for a position within a school. “These days [the special and inclusive education qualification] is quite highly sought after for teachers, because more and more schools are taking the view that everybody has to be a teacher who can cope with students with disabilities and learning difficulties,” he says. Stephen Dinham, chair of teacher education at the University of Melbourne, is an advocate for postgraduate qualifications among people just entering the profession. Dinham, who is also a former secondary teacher, says the advanced study indicates to an employer that the teacher has put the time and effort into doing a higher degree, proving that they are hard-working and dedicated to improving their skill set. He says postgraduate education is also valuable because you can’t learn everything in your first degree. “It has become more and more common for people to come back and do a master’s after several years of teaching and it gives
them specialised knowledge,” he says. “People normally need a couple of years under their belt as a minimum, and then they will work out what their professional needs are … If you’ve got experience in school you will get so much more out of it because you can draw upon that experience.” Dinham says completing a postgraduate qualification can be important for teachers looking to progress in the education ranks, too. For instance, he says, it is difficult to become a principal with just a bachelor degree. In response to evidence showing that Australia’s graduate teachers need to be better prepared, in 2008 the University of Melbourne eliminated its undergraduate teaching degree, replacing it with a twoyear master of teaching course. The average age of entrants coming into the master’s program is 27 to 28, “They have had life experience, they have had other jobs, and they have made the mature decision to become a teacher,” Dinham says. He encourages a graduate entry for teacher education wherever possible. “I have become thoroughly convinced that taking people straight from school and turning them into teachers is not the best way to go,” he says. “And increasingly the profession is realising this.” n
educationreview.com.au | 23
in the classroom
Students from Orange Public School, NSW
Dare to Lead honours five Schools win leadership awards for collaboration with Indigenous communities. By Dallas Bastian
F
ive Australian schools have received awards in recognition of their achievements in the enhancement of Aboriginal student outcomes and work with Aboriginal and Torres Strait Islander families and communities. Dare to Lead, an initiative of Principals Australia Institute, presented the Awards for Excellence in Leadership in Aboriginal and Torres Strait Islander Education. “It’s really a project from within the profession that asks principals the question, ‘Are we doing the best we can to enhance the outcomes of our Aboriginal and Torres Strait Islander students?’ ” national project director Peter O’Beirne says. “It’s a great opportunity for us to share the success of those schools with others,” O’Beirne says. “And that’s a big motivation for the awards – not just the recognition but also the opportunity to learn and share.” In deciding which schools will receive the awards, Dare to Lead looks for schools that have taken strategic action to make a difference to the outcomes of Indigenous students, demonstrated through data
24 | educationreview.com.au
and through their involvement with the community in terms of decision-making and advice. In addition, Indigenous development must be an ongoing focal point for school leaders. Here are the five winners. Bray Park State School, Queensland – High Achievement
Bray Park State School was recognised for its efforts in closing the gap between Indigenous and non-Indigenous academic results, the formation of an Indigenous advisory committee and its work strengthening links with elders through a community organisation based in the school. The school set up personal learning plans for each student, identifying their needs, interests and pursuits. In the process, some shared interests emerged. “One commonality amongst many of the students was their desire for visual arts and music,” the focus teacher for Indigenous education, Jo Reid-Speirs, says. As a result, a music program was set up with the aim of improving students’ literacy skills and student attendance. Ukulele lessons were initiated for Indigenous students, eventually being opened up to the entire school, with the goal of strengthening reconciliation.
“I needed to break down the barriers and this has been a wonderful way to do that,” Reid-Speirs says. The lessons are conducted in an allocated Indigenous learning space, where a range of activities are enacted, including an afterschool homework program run by the students’ parents, who also painted the school’s ukuleles with Indigenous artwork. The school’s efforts to make connections with the Indigenous students’ parents and community began under the direction of Averil Milne, the literacy and numeracy support teacher. Milne still makes home visits when issues arise. Another room was set up within the school to provide the Indigenous community and its elders a place to hold advisory meetings and discuss student issues. “Through all the things that we’re doing we’re trying to embed those Indigenous perspectives within the school in a way that is welcoming and open,” Reid-Speirs says. Other initiatives include a drumming program, Australian Football League recruitment activities and the purchase of iPads to improve student learning. “We’ve got children who aren’t Indigenous who want to be Indigenous,” Reid-Speirs says.
in the classroom
Orange Public School, NSW – High Achievement
Orange Public School was recognised for improved student performance. Every one of its Indigenous students achieved at or above national benchmarks in NAPLAN testing for 2010 and 2011. In a bid to make mathematics more engaging, the school adjusted the maths curriculum after seeking influence from Aboriginal parents and a community advisory group. The four-year project, funded by the Australian Mathematics Association, aimed to improve outcomes for Indigenous students by making the subject more engaging. “The school undertook training in Stronger Smarter leadership with Chris Sarra … then worked with Dr Tyson Yunkaporta to implement [Eight Aboriginal Ways of Learning] pedagogy,” Orange Public principal Toni Macdonald says. “The community was an integral part of the learning and this proved to be a wonderful opportunity to form strong and lasting relationships,” Macdonald says. The community also developed an Aboriginal garden within school grounds. Macdonald says student engagement increased through opportunities to take their learning outside the classroom. The school secured further funding through the Parent and Community Engagement fund, and has since been able to develop the Mudyi Dharra learning place. “Parents are engaged with our Aboriginal teachers in growing knowledge and understanding of the ways and the subjects that children are learning through information sessions each week,” Macdonald says. She adds that students are gaining cultural knowledge they are taking back to the classrooms.
A total of 105 Indigenous students at Singleton High School had NAPLAN scores above the state average. All of the school’s Indigenous Year 12 students completed the year in the past two years. The school has also established an Aboriginal Education team within its staff. Singleton engaged in Dare to Lead’s School to Work transition program between 2010 and 2012, which provided Indigenous students a pathway to a career. It then gained funding to continue the work within the project as part of the Yinpi School to Work transition program. The school also developed personal learning plans, in consultation with each student and their parents. The plans included data on the pupil’s strengths and weaknesses, goals after school, interests, family history and cultural information.
Artwork at Bray Park State School, Queensland
Singleton High School, NSW – High Achievement Award
educationreview.com.au | 25
in the classroom
Orange Public School student
Students were also enrolled in further training, including undertaking a responsible service of alcohol course, a responsible conduct of gambling course, first aid training and driving lessons, so apprenticeship and occupational opportunities would not be limited by a lack of accessibility. “That was a big hole that I identified really early in the program,” Yinpi coordinator Jo Vinson says. The school equips students with uniforms and supplies and provides them with tutors and counselling, Vinson says. Students have even been picked up and taken to exams. The Ka Wul Educational Cultural and Resource Centre was established as a centre for the school’s work with their Indigenous students and a meeting place of the wider Aboriginal community. “I think the key to the success has been the base that we work from and that has been our cultural centre,” Vinson says. “It’s a comfortable safe base for our students and our community. The entire school also undertook cultural competency training.” Bowen State High School, Queensland – Achievement
Bowen State High School established three initiatives – a learning space, a partnership with a local Indigenous organisation and an advisory group. A government program called EATSIPS (Embedding Aboriginal and Torres Strait Islander Perspectives in Schools) prompted the institution to set up the initiatives. Bowen held a meet and greet for parents, caregivers, elders and staff, as well as members of the community. The learning space is a room the school provided where students can receive extra support with their studies. The Parent Indigenous Advisory Group was established in 2011 and meets twice a month. Its aim is to give parents and specific Indigenous community members input into the education of students. The other initiative, the partnership, was formed with an Indigenous organisation to do local history stories from elders within the community. The school also conducts cultural camps, where students who are Indigenous are able to invite other students, allowing for the establishment of relationships and joint cultural learning experiences. Caroline McCarty, deputy principal of Bowen, says some of the positive outcomes of the initiatives have included students winning during the Aboriginal and Torres Strait Islander 26 | educationreview.com.au
Singleton High School, NSW, student
Singleton student
Aspirations Program, receiving their Queensland Certificate of Education and attending the Constitutional Convention and All Stars Indigenous Youth Summit, as well as an improvement in attendance. One of the things that prompted the initiatives, McCarty says, was “having a supportive principal who is very passionate about Aboriginal and Torres Strait Islander culture and understands the history of our country”. Waterford West State School, Queensland – Achievement
Waterford West State School introduced a cultural studies program in which all students were able to learn about Aboriginal life. An afterschool plan focuses on academic support by offering additional time to tackle studies and cultural development, including art, dance and games. One of Waterford’s initiatives involved teaching the local Aboriginal language, Yugambeh, to all students from prep through to Year 7. The school choir sings the national anthem in both Yugambeh and English. The cultural studies program and the teaching of Yugambeh are designed to promote togetherness. “Philosophically, it’s come from my idea that with 32 different cultures, one thing we did share in common was the history of this place, says Waterford West principal Di Carter. “That has been a unifying force for the 32 different cultures within our school.” Carter says it’s important to understand and follow the correct Aboriginal protocols when teaching the languages, by speaking with community elders. The school has also adjusted teaching practices to fit different ways of learning. “We’ve worked with two universities to focus more on kinaesthetic and visual approaches to teaching because we find that works best for our low socio-economic kids and also for our Aboriginal and Torres Strait Islander kids,” Carter says. As a result, there have been improvements in literacy and numeracy test results for Indigenous students. “Generally speaking, we beat the state and national data around closing the gap for Indigenous kids and our Indigenous kids here have a very high rate of success,” Carter says, adding that the programs have also resulted in a lack of racial bullying in the school. n
in the classroom
Engineering
a science boom Universities and outreach programs are working to ensure that teachers are confident with STEM subjects, to combat slow uptake of many related courses. By Dallas Bastian
S
enior high school students are not enrolling in maths and science subjects nearly as often now as they did in the previous decade. Many stakeholders blame a lack of focus on these subjects in the years leading up. “The data shows the participation in [science, technology, engineering and maths (STEM)] subjects in secondary school has dropped to a fairly stable base now, but it’s substantially lower than it was, say, 15 years ago,” chief scientist for Australia professor Ian Chubb says. An Engineers Australia report states that over the past 10 years, fewer Year 12 students have enrolled in physics and chemistry, two subjects that can be pivotal to acceptance into engineering courses at university. The report also shows that only a little more than half of Year 12 students enrolled in a science subject in 2010, down from 94.1 per cent in 1992. Chubb says equipping teachers with knowledge and teaching practices related to STEM and supporting those teachers is critical issue for reversing these trends. He says today’s science is quite different from what was used decades ago, and that’s what makes support important. “Teachers who are now 45 would have graduated 20 years ago,” he says. “I think one of the things we don’t do particularly well in Australia is to support our teachers well when they’re in service.” Some initiatives designed to address falling enrolments by equipping teachers with better STEM knowledge have been gaining traction. EngQuest
EngQuest recently became the largest education outreach program in Australia, hitting 100,000 participants. The Engineers Australia program equips teachers with the necessary resources and support to allow them to deliver STEM to primary and middleschool students within classrooms. Chubb says outreach programs are an important part of inspiring students to develop an interest in STEM subjects because some schools won’t be near a major library or university engaging in a high level of science activity. He says it is important to teach STEM in an inspiring way and that it should be taught more like science is practised, “because the way it’s practised is often a lot more interesting than the way it’s taught”. Engineers Australia CEO Stephen Durkin says, “EngQuest allows students to investigate, design and test solutions to educationreview.com.au | 27
in the classroom solve a problem. This method [allows teaching techniques] that reflect real-life engineering practice. “Australia needs long-term growth in the number of secondary students studying mathematics and science to boost entry into tertiary engineering education.” Engineers Australia reports that in 2011 the number of students applying for and being accepted into engineering did continue to rise, as did the ATAR scores of the accepted applicants, but Durkin says there has been only a slight increase over the past four to five years, and the demand for engineers has still outstripped supply. “Unlike many other professions, engineering relies heavily on early exposure to mathematics and science education,
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which is why Engineers Australia invests so heavily in schools outreach programs like EngQuest,” he says. “If Australia is to successfully transition to a high-tech, highvalue economy, it’s critical that we provide our children with the skills to compete in this environment.” About 150 volunteers help run the EngQuest program, providing technical assistance to teachers, both remotely and through school visits. “This interaction from our members not only provides additional valuable support to teachers, but also creates a positive stereotype of engineers in the minds of children,” Durkin says. Teachers are gaining the opportunity to see how both professionals and peers approach engineering tasks, expanding their knowledge of STEM, he says. “As a teacher it is a great way to develop in students a curiosity and excitement about science, technology, engineering and mathematics,” said Tricia Botta from Proserpine State School in Queensland, who has been a participant since 2008. “I have some students that come back year after year to be involved in the program.” Botta says students develop a keen interest in the challenges STEM can create and that skills learnt in STEM
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in the classroom
outreach programs are valuable to all areas of the curriculum. Kate Brough, a teacher within a gifted and talented program, Primary Extension and Challenge (PEAC), says the demand was so high after EngQuest was introduced for her classes that the program, which usually runs about once a year, has run three times this year. “As a PEAC teacher, we always have to come up with very rigorous courses and I found EngQuest extremely rigorous and the students have responded so positively,” she says. The STEM focus was then extended through a visit to Curtin University, where students were able to access the university’s state-of-the-art labs. Students were taught by mentors in the areas of chemical engineering, mechanical engineering and rocketry. Universities join forces for STEM
Future teachers are being equipped with knowledge through a new joint venture between four Australian universities. The University of Melbourne, Deakin University, La Trobe University and Monash University are pooling their
resources to develop new teacher education practices. By bringing together the science and education faculties within each university, the $3.2 million project aims to enrich the teaching of maths and science in primary and secondary schools. “We know that maths and science, particularly in the primary years, are very, very important and powerfully predict how people are going to go in secondary school and at university,” project leader University of Melbourne professor Stephen Dinham says. He explains that confident and competent teachers are necessary, and that it is a problem for primary teachers in particular, who face the difficulty of being expected to be all-rounders. The University of Melbourne is also introducing a major in either science or mathematics teaching in its primary master of teaching program next year, “to enable people to get more in-depth knowledge of both content and the pedagogy,” Dinham says. “If teachers aren’t competent and confident about teaching maths and science in primary school, we know this translates into poorer achievement in
secondary years,” he says. “We know that translates into lower participation in the higher levels of maths and science subjects in high school. And we know it translates into lack of enrolment in the higher levels of maths and science in university – and that’s where your maths and science teachers come from. “So there’s a bit of a cycle going on.” n
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Workforce
Too many teachers? More than 1000 initial education graduates are not working full-time; but a little context suggests it’s not time to panic. By Dallas Bastian
R
ecent reports have shown that the state of teacher graduates’ employability is similar to figures for graduates in general. Australian Institute for Teaching and School Leadership (AITSL) data shows that in 2011 only 55 per cent of primary teaching graduates were working full-time, and 14 per cent of primary teaching graduates were not working at all. Within secondary graduates, 56 per cent were working full-time and 16 per cent were not working. AITSL general manager Edmund Misson says these figures are not discordant with the employment rates of other graduates, and that the gap has even closed. “That says to me education is somewhere around the middle of different fields for employability,” Misson says.
30 | educationreview.com.au
The Graduate Destinations Report 2012, released by Graduate Careers Australia (GCA), also shows the employment rate of initial education graduates is not out of step with the average either. The proportion of all bachelor degree graduates available for and seeking full-time work is 23.9 per cent. For initial education graduates, the number is 25.1 per cent, only slightly higher than the average. GCA policy and strategy adviser Bruce Guthrie says it’s difficult to make a valid comparison between these figures, however, because workforce demand is governed by the needs of schools and the placement policies of state education departments and private systems, not by the economy. The Graduate Destinations report states that the employability of education graduates has been slightly lower in recent years, but seems to be relatively stable over the past two decades, even through the global financial crisis, when it dropped by less than 5 per cent. “It’s a fairly high proportion of teaching graduates who do, in the short term, find part-time employment before moving on to full-time employment a year or two down the track,” Guthrie says. The proportion of initial education graduates who are working in part-time or casual employment and available for full-time work is 20.7 per cent, compared with 15.3 per cent for all bachelor degree graduates. Guthrie says the number of enrolments in education will never perfectly match the needs of schools. But he also says the demand within the sector will continue to be stable. “There is a need to replenish the professional stocks,” he
Workforce
says. “There will always be a demand for teaching graduates.” Misson agrees that the demand for teachers will remain consistent. However, he says conversations about the number of places within degrees are still important. “I think it’s worth having a debate about whether we should be trying to match the number of places more closely to workforce demand,” Misson says, adding that there are conversations being had about getting qualified teachers into permanent jobs in areas such as maths and science. Field Rickards, dean of the Melbourne graduate school of education at the University of Melbourne, thinks closer matching is necessary. “We need to get much better at matching teacher education intake with supply and demand, like they do in other professions,” Rickards says. “We know there is an oversupply of primary teaching graduates, and secondary humanities teaching graduates.” Some of the numbers do cast doubt over the supply of graduates versus workforce demand, Misson says, although he adds
that the situation is not as dire as some alarmist figures make it out to be. One university claiming high levels of graduate employment has partly attributed that success to the fact that many of its students are returning to their rural and remote hometowns to teach once they graduate. The University of Central Queensland, with graduates spanning from Noosa to Mackay, has graduate employment figures above the national average, education dean Helen Huntly says. “We have a commitment to regional, rural and remote communities and our degrees prepare our graduates especially well,” Huntly says. She says a number of the university’s graduates are being picked up overseas. Huntly also attributes the success of CQuni graduates in finding employment to the current degree’s focus on professional experience. From the time CQUNI students get their blue cards, they spend a day a week attached to a school and do their practicum at that school. “We’re one of the few universities that
have a compulsory internship,” Huntly says. On successful completion of students’ final practicum, an application is made to the university’s accreditation body to give them permission to teach as interns. Guthrie says completing good placements is necessary for gaining a teaching position. The 2012 Australian Graduate Survey states 54.8 per cent of teaching graduates who had found a full-time position four months after course completion were working in public schools, with 25.6 per cent working in private schools, and 4.2 per cent working in other educational areas. The remaining 15.4 per cent were working in areas other than education. This highlights a large group of graduates who do not work in teaching. The number of students in higher education is not the only concern. “The demand-driven higher education system is exacerbating the over-supply of teaching graduates in certain fields, while contributing to the steady decline in the average ATARs of undergraduate teaching students nationally,” Rickards says. n educationreview.com.au | 31
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community focus
Meaningful capacity Andrea Flew has spent many years teaching and training people overseas, but her latest role in Myanmar stands out. By Antonia Maiolo
F
or almost all of the past two years, Andrea Flew, an English teacher from Melbourne, has dedicated her life to helping transform the education system of Myanmar. Flew spent nearly 25 years working in development and teacher education in South-east Asia, including Indonesia and Vietnam, but she says her life took a positive turn when she got the opportunity to work in Myanmar. “Since 2000, when I first visited, it became one of the countries in which I wanted to work and live,” Flew says. In 2012, she got her chance. Flew leapt at the opportunity to become a teacher training coordinator in Myanmar through
the Australian Agency for International Development’s Australia Volunteers for International Development (AVID) program. Flew now works in a capacity-building role at the Monastic Education Centre, Yangon. Her job involves helping develop better teachers at the centre, and increasing youth access to education. “My work involves teacher education,” she says. “I work with educators to develop capacities within teachers to approach education as a process of enquiry and discovery.” The main objective of the Australian aid program is to help developing countries reduce poverty and achieve sustainable development.
Decades of under-investment and civil conflict have caused the steady decline of the state education system across Myanmar – the largest country in mainland South-east Asia. Today it still lags behind in terms of education standards, and the government’s allocation to the sector remains low at just 1.2 per cent a year. However, according to the UNESCO Institute of Statistics, the literacy rate for 15- to 24-year-olds has vastly improved in recent years – from 84.9 per cent in 1983 (men 88.6 per cent, women 81.3 per cent) to 95.8 per cent in 2010 (men 96.1 per cent, women 95.5 per cent). Since Myanmar began reforming its political agenda in 2010, the country’s leaders have accepted offers of global support to help the nation achieve its new vision of democratisation. Despite this, the schools experience many challenges, including ageing materials and a lack of access to resources. Flew says blackboards and chalk are the common mediums of communication in most classrooms, unlike many schools in Australia that have access to modern education tools such as interactive whiteboards, iPads and laptops. She says although the curriculum in Myanmar is generally overloaded and outdated, the motivation of learners, children and adults is a treasure. educationreview.com.au | 33
community focus
“The diversity of my role [has me doing] many different tasks,” Flew says. “I can spend my days working with personnel on project management activities, training colleagues in teacher education, [handling] system administration or providing leadership for changing policies and work practices.” Other days she can be found working in a large classroom with years 1 to 6 or reading stories under the trees on holy grounds of monasteries to eager and excited students. Although Flew has experience from previous overseas teaching roles to draw upon, she has also had to extend her abilities to learn the art of capacity building and how to best implement this in her new workplace. To achieve this, Flew has spent countless hours with her colleagues discussing their teaching approaches and methodologies, creating curriculum and planning ways to build a better system of quality education for Myanmar’s monastic education providers. Flew attributes her ability to fit in and actively contribute to the outcomes of the Yangon Monastic Education Centre to teamwork, patience and relationship building.
“Building relations with colleagues and coming to understand values and ethics in the workplace have certainly been learning curves for me to date.” Before travelling around Asia, Flew taught in technical and further education institutes, plus adult literacy, as well as English for secondary school in Victoria, which opened her eyes to how education can change people’s lives. “Being literate and numerate are lifechanging capacities for individuals to realise their potential within themselves and within their communities.” She also believes that education can break the poverty cycle by enabling individuals to lift their focus from surviving to thriving. “Education is the most powerful weapon that you can use to change the world,” Flew says, quoting Nelson Mandela. To her, education is a powerful tool for change and realisation. “Every person has the right to realise potential,” Flew says. “Poverty and lack of access to educational opportunities [that can help] realise one’s potential deny this human right. Teaching in Myanmar is an affirming experience; indeed it can be humbling as much as it is exhausting.
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“The hunger to learn and the application to learning is a gift that learners bring to life every day in Myanmar. Be it that I am in the classroom with children or the training room with teachers and trainers or with principals and leaders, the motivation to learn and conviction to engage change and transitions infuse life into practices,” Flew says. Flew says she has witnessed children who are joyful and confident, and teachers who are discovering and engaging in new approaches. “My hopes for these children are that their hopes can be released to the best of their abilities throughout their lives.” In terms of her own personal and professional growth, Flew says volunteering has brought deep and meaningful benefits to life. “Volunteering in Myanmar has set me off on a new course of learning,” she says. “It is a country entering into transitions and changes and I enjoy being actively engaged at this stage of development. I would encourage whoever is interested to seriously consider volunteering overseas. It is an experience of learning about self and others, and one of many ways of encountering purpose in our world.” n
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34 | educationreview.com.au
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