Schools Modernisation, revitalisation for stronger education
The latest AEU–Monash University paper calls for a dramatic shift in thinking about the provision of education to improve the outcomes for members and their students.
The second AEU–Monash University research paper, ‘Provision for Victoria’s public schools’, has been released, based on more than 8,000 responses from schools-based AEU members. The recommendations from Monash University’s Education Workforce for the Future Research Lab, which sits in the Faculty of Education, focus on the need to modernise school provision, supported by full funding of public schools and bold measures to address the workforce shortage.
Read more on AEU’s research with Monash University.
The paper looks closely at provision, focusing on resources, staffing, facilities, curriculum, and supporting diverse learners. It clearly states the need to heed the input of those in the field – teachers, principals, assistant principals, and ES staff.
EDUCATION SYSTEM MUST CATCH UP WITH SOCIETAL CHANGE
The report speaks to the fact that there has been a huge amount of societal change over the past 30 years but that it is not reflected in the education system. Recommendations include a four-day working week for school employees, and more flexibility around the way the school week is arranged. The paper also calls for revised curriculum provision and assessment practices, better salaries, smaller classes, improved facilities, and more support for diverse learners.
Overall, its recommendations centre on the need to explore future models, through extensive discussions and trials, that would help relieve workload pressures, retain existing staff, attract new staff, and create genuine work–life balance.
Clearly, the school system needs to better reflect the diversity of contemporary Victoria.
MORE DIVERSITY AND HIGHER NEEDS
Clearly, the school system needs to better reflect the diversity of contemporary Victoria. Family structures have changed, with most requiring two full-time incomes, and many incorporating neurodiversity, disability, and gender diversity.
Over the past few decades, and exacerbated by the COVID-19 pandemic, there has been an increase in the number of students requiring additional support from members in order to engage with peers, access curriculum content, develop social and emotional capabilities, and achieve learning outcomes.
Some 80% of survey respondents would like more time to help individual students, and 79% of teachers felt there was not enough support for students with additional needs. School staff take responsibility for catering to the needs of all students while also providing a safe educational setting – and this, combined with chronic underfunding, is contributing to stress and burnout.
Add to this, the impact of new digital technologies, social and political transformations, and the commodification of education – all of which are compounded by frequent administrative and pedagogical adjustments, additions and updates.
Teachers want to be valued for what they do; not constantly expected to do more with less.
STAFF NEED TO BE RESPECTED AND VALUED
Despite the many incremental modifications, and the pace of change, the fundamental structure of the school system has remained largely untouched. This has made the job of providing high-quality education increasingly difficult.
The system is stretched – facing staff shortages and chronic underfunding – with significantly greater investment and resourcing required to relieve the growing burden.
What’s more, despite the increased workload and demand on teachers, and the escalation in the complexity of their work, teachers’ work is not valued in terms of salaries. As a result, teaching has become a less attractive career option.
Teachers’ survey comments overwhelmingly demonstrated the wish to be properly recognised and valued for what they do, not expected to keep doing more with less.
Another clear recommendation is the need to diversify our workforce and to expand the support of allied health and other wellbeing professionals, whose presence benefits the whole school community.
Read more on members’ ideas about school provision here.
A third paper – looking at parent, school and community partnerships – has since been released.
Follow this link to view the full suite of AEU–Monash research papers, consider the recommendations, and provide feedback.
The evidence provided in these papers, based on the results of an extensive survey of members, strengthens our campaign to ensure the voice of the profession is front and centre when it comes to any decisions made about public education.
Importantly, the AEU will also be drawing on this research to support members’ claims in the next Victorian Government Schools Agreement.
