A new research paper from Monash University is recommending Victoria explore options to modernise school provision, supported with full funding for public schools and bold measures to address the public education workforce shortage.
Monash University’s Education Workforce for the Future Research Lab, part of the Faculty of Education, suggests investigating a range of modernisation proposals including a four-day work week for school staff, new curriculum provision and assessment practices and updates to senior secondary certifications.
“Victoria’s public schools are at a key juncture,” Meredith Peace, President Australian Education Union Victorian Branch said.
“There has been significant change in Victoria over the past thirty years.
“As a community, we have a far greater understanding of the diverse needs of young people, including a much more nuanced understanding of neurodiversity and disability.
“Family structures and parent working patterns have changed, with most families needing two full time or close to full time incomes to make ends meet.
“Teachers, principals and education support staff in our public schools are impacted by new trends in digital technologies, social and political transformations, the commodification of education and more.
“But we have not changed the structure of our school system, making the job of providing quality public education more challenging than ever before, while underfunding and staff shortages are pushing the limits of the system,” Ms Peace said.
The research, based on a review of national and international research and a survey of more than 8,000 Victorian AEU members, finds that:
- 55% of participants felt their education programs were under-resourced and 56% felt their wellbeing programs were under-resourced.
- Over 75% of primary and secondary teachers say unequal funding and workloads prevent teachers from providing reasonable adjustments to support students with diverse needs.
- 79% of teachers felt that there was not enough support for teaching students with additional needs, and 71% felt that there was a shortage of education support staff working in classrooms.
- Uneven resourcing and the lack of qualified teachers has undermined curriculum provision, particularly in rural and regional areas.
- 75% of those who work in secondary schools believe that reform to Senior Secondary curriculum and assessment is needed.
- Over 75% staff do not have enough time to respond to the learning needs of all students, and over 80% feel that their workloads are increased as a result of inadequate support available.
Lead researcher, Dr Fiona Longmuir, said the paper outlines some of what needs to be considered to modernise provision of school education in Victoria to better support school staff to respond to current and emerging issues.
“There is greater recognition of the diverse needs of students, but the provision of appropriate supports has not kept pace, leaving school staff to try and bridge the gaps as best they can. This is becoming a source of workload stress, exacerbating existing stress and burnout.
“Teachers generally feel there is already too much curriculum content and simply not enough time to cover all that is expected. In addition, increasing responsibilities for student wellbeing, and ever-expanding administration and compliance, make it difficult to manage this workload.
“The expectations and excessive workloads placed on education support staff, teachers and school leaders are unsustainable and need to be curtailed. Until these workload issues and expectations are addressed, retaining school staff and attracting new staff will remain a chronic and dire problem.
“We believe Victorian education policy-makers need to consider bold reforms, including more flexible arrangements such as trialling a four-day work week for school staff for retention and attraction and a rethinking of the curriculum and assessment, including arrangements for senior secondary certifications.
“However, any proposal for school modernisation can only be successfully delivered if the current underfunding and staffing shortages that plague the public school system are addressed,” Dr Longmuir said.
“Public school teachers, principals and education support staff are tired of the constant change that has characterised the past 30 years of education policy development,” Ms Peace said.
“We need significant and well considered reform so that the arrangements for schooling match the needs of students and school staff alike, backed in with full funding and resourcing of public schools.”
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18 October 2024