Category Archives: EDUCATIONAL EVOLUTION

NT EDUCATION MUST NOT BE SEGMENTED

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This piece was published in the ‘NT Sun’ on June 12 2018

NT EDUCATION MUST NOT BE SEGMENTED

Michael Gunner’s thoughts about Indigenous Education that could be included in a treaty worry me greatly. If a treaty were to eventuate, the Chief Minister suggests that schools in indigenous communities could be given the right to run themselves. “The Government (would provide) money for education and the community (would take) responsibility for how it is delivered locally. Locals could take control of the curriculum … control of children attending school, teachers employed and seeing even more locals becoming teachers.” (Gunner will sign treaty, Sunday Territorian, 3.6.2018) In her story, Judith Aisthorpe reported that several people in high places thought this to be a great idea.

To declare all remote area schools as ‘independent’ and being able to set their own curriculum priorities would be a step backward, not forward. If still working as an educator in remote areas, schools set up under such loose guidelines would be places where I would not want to work.

Some years ago, a Territory politican who represented remote communities, offered a counterpoint. He said that in a mainstream Australian society, English Literacy and Mathematical understanding were key skills. They were necessary for transactional purposes. They were also skills all Australians needed for communication and survival.

Mr Gunner’s suggestions run counter to advice given to me by Aboriginal people in communities where we worked. They wanted ‘proper’ education. A prominent Indigenous Leader at Angurugu in the early 1980’s put it this way. “We want our children to be educated in the same way as children in towns and cities.” That was the brief with which we were charged. There is a place for bilingualism and for education to be culturally relevant. But to deny the need for competence in literacy and numeracy would be totally wrong.

This can only happen if a curriculum emphasising key academic skills is supported by qualified teachers. It is absolutely essential that families play their part by ensuring regular school attendance.

One of the downsides for Indigenous Education (and indeed for education as a whole) is that it has become politically cluttered. Those with and those without qualification feel it necessary to add their opinion to educational debate. People working in schools are busy reacting to what comes down as directives from on high. They have little opportunity to contribute meaningfully to sharing the realities of schools and programs. To uncouple education from an approved Australian curriculum supported by qualified teachers would further weaken remote area education which is already challenged.

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This column was published in the NT Sun on April 17 2018

 

CONSIDER WHAT HAS GONE BEFORE

It often seems those who have been involved with educational developments and direction in the Northern Territory are completely discounted. What has happened in past years has either been completely overlooked or altogether forgotten. In relation to facilities, curriculum emphasis, staff and student development, community engagement, and other key areas, it seems that education is always in the “planning“ stage.

It is common for ideas to be raised as “new initiatives“ when in fact they are revisitations to what has been tried (and often discarded) in the past.

In part this has to do with the fact that the history of education in the Territory has been so poorly recorded. There are some records scattered in various libraries and archives but they are not readily available to current decision-makers. In 2009 when becoming the CEO of Education in the NT, Gary Barnes commented upon the fact that he was coming in “blind”. There was very little documented history he could access in order to familiarise himself about the system he was inheriting. At the time there was hope something might be done to rectify the situation. There was a proposition developed by some within Education’s Executive Group suggesting resources be given to documenting history. However, that thought faded very quickly.

In 2014 the Education Department planned on developing a visual display that focused on the contribution of CEOs from 1978 when the NT accepted responsibility for education from the Australian Government. Time, energy, effort and money was put into this development but it was subsequently shelved because of a change in government and Education’s CEO.

The Department of Education has a detailed website. It would be great if “history“ and “past development“ could be included, with people invited to read and contribute to an understanding about educational development in the NT. While this site would need to be periodically monitored and moderated, an invaluable history could be established in a relatively short period of time. This suggestion has been raised in the past without ever going anywhere!

The paradox is that many people with rich experience, are not able to share these for the benefit of the Territory nor for the awareness of incoming educators. With the passing of time, those with knowledge either leave the Northern Territory or pass on. Sadly the knowledge and understanding they could contribute, departs with them. I hope this might be corrected but don’t imagine that will happen any time soon.

 

NATIONALISATION WOULD ENHANCE AUSTRALIAN EDUCATION

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This piece was published in the NT Sun on February 27 2018

NATIONALISATION WOULD ENHANCE AUSTRALIAN EDUCATION

In some respects, education in Australia has been about the cart being put before the horse. That has occurred in part because the predominate focus of Australian Primary and Secondary education has been at State and Territory level. It is only in comparatively recent times that education has taken on a more national look.

History contributed to Australian Education becoming fractured and developing along state and territory lines.
In a vast country challenged until comparatively recently by communication and distance issues, this organisation was the only real possibility. But there have also been parochial constraints. In the mid 1980’s, attempts to develop a national curriculum were thwarted by State and Territory authorities who did not want to pass educational control to a national body.

For education to take on a truly national outlook, there are three requirements. In the first instance, there needs to be a curriculum framework that embraces the whole of Australia. Secondly, teacher education should lead to national teacher registration. This would allow portability for teachers wanting to move schools across state and territory boundaries. Finally, a national curriculum should be nationally assessed.

The order in which these priorities have been considered is not logical. The National Assessment Program for Literacy and Numeracy (NAPLAN) was introduced in 2008. NAPLAN assesses all Australian students in Years 3,5,7, and 9 for literacy and numeracy competence. Yet it was introduced as a nationwide measure of accountability, while States and Territories still held responsibly for their own curriculum delivery. Having a national curriculum prior to national assessment would have made more sense.

While we are now a fair way down the road toward universal curriculum, State and Territory authorities seem reluctant to fully embrace the concept. We contrast interestingly with many countries which have had a national curriculum for decades. It could well be that tested competencies in Australia are below comparative international standards because our curriculum has been so divided. Although State and Territory education authorities are coming together on the issue, national curriculum in many respects has a long way to go.

A third consideration ought to be the introduction of a National Teacher Registration Authority. At the moment Teacher Registration Boards (TRB’s) have State and Territory jurisdiction. A teacher wanting to move interstate has to be approved by that state’s registration board. A national board would streamline this process.

State and Territory boundaries limit educational effectiveness and are a barrier to Australia-wide outcomes. Nationalisation would introduce efficiencies and promote quality outcomes.

EXPENSIVE EDUCATION CAN ESCALATE FAMILY DEBT

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This piece was published in the ‘NT Sun’  a free community paper that is also inserted into the ‘NT News’ every Tuesday.   It was published on February 6 2018.

EXPENSIVE EDUCATION CAN ESCALATE DEBT

There is no such thing as a ‘free’ education. This has always been the case for students enrolled in private schools. However this also applies to parents of children attending government schools. Educational costs rise year on year and no families are exempt.

The average cost of schooling is rising far more quickly than reflected by the Australian cost price index. The NT News (Back -to-school trap Warning to parents racking up debt 24/1/18) confirmed that text books, stationery, shoes, uniforms and laptops are among items set to cost families over 40% more than last year. “For a typical family, that’s $829 per year.” (NT News above).

The article cautions about the dangers of buy-now-pay-later schemes which could add to the debt burdens already confronting families. According to the NT News (above) these instalment plan options are being used by around 30% of parents. A better option might be to save a weekly or monthly instalment so money is there to pay for requisites when this outlay becomes due. This would help families to avoid the stress of suddenly having to find money to cover return to school expenditure.

The issue of school costs for parents is partially defrayed by the NT Government providing back-to-school vouchers worth $150 for each child. These vouchers are sent to the schools where children are enrolled, rather than being given directly to parents. The vouchers can be used to help cover back to school expenses. While they don’t meet all costs, the vouchers go a long way towards reducing the amount owed by parents. In addition, the NT Government supports students with two $100 vouchers (one for semester one and the second for semester two) to help defray sporting costs. Many sports programs are organised by schools and the voucher offset is a saving to parents.

The costs of providing technology for students has added a great deal to family bills. Some schools ask families to purchase laptops or iPads for students. Others offer rental or leasing options. Regardless of the method, the outlay is significant. The NT News article quote suggests that school related technology costs will add an average of $260 to the education bill for each child this year. Maybe voucher assistance to help defray this expense for parents could be considered by the government.

Education is a major cost item. Parents and families might consider building this into a savings programs that can be sourced to meet bills and other school contributions.

STRESS NEEDS TO BE MANAGED

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This was published in the ‘NT Sun’ on 30 January 2018.

 

 

STRESS NEEDS TO BE MANAGED

Teaching is a very stressful job. A great deal of that is due to the increasing demands placed on schools and teachers.

Whenever issues of community concern are raised, schools and staff are expected to be fixers. The most recent example of this is the expectation that schools will take the issue of cyberbullying on board and immediately fix the problem.

This will add to a requirement that on the first day of every semester, principals have to inservice all staff on the subject of any inappropriate conduct they might see happening to any child they teach. All staff and those connected with schools have to sign a disclaimer that they have been inserviced and understand their responsibilities to report any and all concerns about student well-being.

These requirements add to educational expectations held for schools and teachers. Curriculum requirements are being constantly broadened and deepened. Content is regularly tweaked and modified to include changes and this also comes with the need for school staff inservice. Professional development is occupying more and more time for teachers either before or after teaching time. Periods of weekend and holiday time are increasingly taken up by compulsory professional development requirements.

A drive past most schools early on most mornings, after hours, during weekends and at holiday times confirms that many teachers and support staff seem to spend almost more time at work than at home. This may be necessary in order for staff to meet obligations, but it distorts life and work balance.

There have been significant educational developments in the Territory since self government in 1978. While some changes have been excellent, others have been insufficiently considered. One of the major and ongoing issues has been an exponential increase in workload levels for school leaders, teachers and support staff.

This overload is due to the fact that advice offered during the 1980’s was ignored. We were told by an experienced educator, Jim Spinks, that our system and schools were in danger of being overwhelmed if we simply added things into curriculum requirements and dumped on teachers. Spinks said that order to achieve educational balance, we also needed to drop some requirements off school agendas.

The school year should be one where balance is considered. If not, teacher stress and lack of wellbeing will continue to be major issues.

 

ARE SCHOOLS REPLACING PARENTS?

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Published in the ‘NT Suns’ on 28 November 2017.

 

ARE SCHOOLS REPLACING PARENTS?

In our modern times schools, especially primary schools, are supposed to be all things to all people. Parents are increasingly engaged with work commitments extending from early in the morning until quite late in the afternoon. It is small wonder that an increasing number of children spend time before and after school in care programs. Many children are at school by 7.00 o’clock in the morning and do not leave care programs until well after 5.00 o’clock each afternoon. Most school councils accept responsibility for Outside School Hours Care (OSHC), providing after school support for children. The number of before school care programs for children are increasing. Children are spending almost as many hours each day in school and care programs than at home.

They are also enrolled in care programs during school holiday periods.

Preschool now commences for most children at the age of three, with timetables providing for full day rather than half day programs. This has been designed to fit in with working parents.

These key structural and organisational changes have contributed to redefining educational priorities. Pre and primary schools are as much about child care as education. This is added to by the fact that community expectation seems to be that children will be brought up by the combined efforts of parents, teachers and child care workers. That used to be the sole responsibility of families.

If schools organise pupil free days for professional development, the response from many parents is one of concern because child care for that day changes. Children either stay at home (with work implications for parents) or are booked into all day care.

In these modern times, family responsibilities have in large part been outsourced to secondary caregivers. Governments have reacted to community pressures and endorse institutionalised nurture and care as being a good substitute for parental time and attention. The justification is that parents are so busy working to boost the economy and sustain the home front, that key parenting responsibilities have to be outsourced. The community expects schools and teachers to be involved with the bringing up of children.

Schools and staff play an important part in the development of children. However they can never take the place of parents. Without doubt, parents are THE primary caregivers for their children. That responsibility should never be hand-balled to secondary providers and government agencies. Schools can do their bit. However, if parents and families fail in their obligations, children will be the losers.

 

TECHNOLOGY CAN LIMIT LEARNING

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This article was published in the ‘NT Suns’ on November 21 2017.  The subject is one that has always resonated with me.  What do readers think?

 

TECHNOLOGY CAN LIMIT LEARNING

A great deal of what happens educationally is driven by technology. Computers, iPads and other technologies have their place in supporting students. However, they should always be tools used to enhance assignment preparation and work requirements. If students rely on devices to provide spellchecking, grammatical correctness, accurate mathematical formulae and so on, they may satisfy learning requirements without understanding what they have done.

Reliance on technological assistance starts in primary school and extend all the way through to tertiary study. Indeed, the list of student requirements to be provided by parents often includes the need for an IPA or similar device to be supplied. Relying on the capabilities of iPads and computers can take away the ability to reason and think from students. Computers and iPads become a crutch on which they lean too heavily to help satisfy learning requirements. There can be nothing more dissatisfying for students, than not understanding solutions to questions that are solved by technology, rather than their own brain power.

A great deal of data, both anecdotal and empirically validated, suggests that the concentration span of young people is diminishing. Relying on technological devices can interrupt concentration. If students become overly reliant on computers as learning aids, self confidence and independence can be eroded.

Communication Basics

Listening, speaking, reading and writing are essential communication skills. Use of technology often takes the place of live conversation. Texting and messaging have their purpose, but ought not replace face-to-face speaking and listening. Correct sentence structure, including the use of punctuation, word choice, intonation and clarity should be built into verbalisation. Children also need to clearly hear messages so they understand what has been said. Unclear speech and poor listening skills can develop from lack of practice and the substitution of keyboard communication. Reading from texts may be supplemented by electronic media, but should never be totally replaced by screen reading. Nothing beats books.

Keyboard skills and the ability to electronically produce written text should never be at the expense of handwriting. Mastery of pen and paper communication is important, enabling the written word to be produced anywhere and at any time. That includes the ability to hold a pen or pencil correctly and comfortably.

Technology supports education, but in no way should it replace traditional literary and mathematical teaching and learning. Should that happen, students will be the losers.

 

NAPLAN IS A TESTING MONSTER

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Published in the NT Suns in October 2017.  This subject continues to be a hot topic.

 

NAPLAN IS A TESTING MONSTER

 

The National Assessment Program in Literacy and Numeracy (NAPLAN) testing, introduced for year 3, 5, 7 and 9 students in 2009 is about to enter another phase.

The tests started off as being “pencil and paper” related, with students completing tests in booklets. These were then sent for marking by panels of appointed teachers. That marking was done by people qualified to examine responses, moderate and then allocate levels.

We have now moved to a point of where NAPLAN testing is about to be undertaken by students generating online computer responses. From 2018, tests will be marked by computer rather than people. This will even apply to literacy tests.

While computer assessment may be okay for tests where boxes are being checked, there are issues around the marking of text. Taking people out of the marking equation, means computers are being asked to interpret innuendo, understand colloquialisms and appreciate local references. While test results may come back to schools within weeks rather than months, one would have serious doubts about marking accuracy.

The NAPLAN program has become one of distance and remoteness, with students removed from those who are gathering the data. With online computer generated answers coming from all schools around Australia, we can look forward to systems becoming overloaded and crashing. The idea of the same tests being sat on the same day at the same time by all students will have to change.

Before NAPLAN, each State and Territory had its own internal assessment system. These individual programs generally worked well in terms of data feedback. Nationalised testing might satisfy the idea of “oneness” for all Australian students. However, specifics relating to NT school locations and student characteristics, which may impact upon test results, are not taken into account. That is one reason why results for the Northern Territory show NT students in a dismal light. Each year, our teachers and schools are battered with a “sea of red” results. Unhealthy contestation by comparison of results between schools can add to student stress.

One has to ask what real difference this testing regime has made in terms of enriching and enhancing Australian education. A further question might be whether the many hundreds of millions of dollars spent on this program might have been better spent on meeting school and student needs.

EDUCATIONAL DISAFFECTION A REAL ISSUE

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Published in NT Suns on October 17 2017

 

EDUCATIONAL DISAFFECTION A REAL ISSUE

Rather than being straightforward, education these days has become a kaleidoscope of confusion. Many graduate teachers are quickly disappointed by the realities of a teaching profession that fails to meet their preconceptions.

Rather than finding that teaching is about “teaching”, they discover there is a huge emphasis placed on testing, measurement, assessment and evaluation, often of areas outside their teaching fields. It seems the children are forever being monitored and confronted by batteries of tests.

It quickly becomes obvious to teachers that education is being driven by data. Teaching and teaching methods are dictated by data requirements.

Academic competence is important. However holistic education (the social, emotional and moral/spiritual elements) seem to be given scant attention. Graduate teachers have a strong desire to work as developers of children. Many are quickly disillusioned because education seems to be about a fairly narrow band of academic outcomes.

For many graduate teachers, the gloss of teaching soon wears off. They find themselves unable to cope with the ‘teaching for test’ dimension that now underpins education. The brief years they spend in classrooms are disillusioning. In turn, they may share their perceptions of the teaching profession with others, negatively influencing their thoughts and opinions.

The discounting of their observations is a hard reality for classroom practitioners to accept. Unless verified by formal testing, teacher evaluations are considered to be be invalid.

Preoccupation with the formalities testing and examination are not always priorities generated by schools. Rather, requirements are set by departmental administrators and schools have to comply. In turn, these priorities are not necessarily what administrators want, but are a compulsory response to the demands of politicans.

Sadly, Australian education is deeply rooted in the art of comparing results at primary, secondary and tertiary level with those achieved by students in overseas systems. Often those students are from countries totally unlike Australia, but that is not taken into account. The fact that educational objectives are dictated by comparison to overseas systems is an undoing of Australian education.

Education should be about the needs of children and not influenced by the desire of political leaders and top educationists to brag about how good Australia education is, compared to other systems. Many graduate teachers find themselves caught up as players in this approach, quickly wise up, and quit the profession. Our students are the losers and perceptions of education are sadly discoloured.

‘NEW’ IS NOT NEW

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This paper was published in edited form in the ‘NT Suns’ on September 19 2017.

 

  NEW IS NOT NEW

Educational ideas and changes are often presented to the public as being innovative and new. This is often not the case. Proposed changes are in fact there to have a great article re-introduction of old practices, previously discarded.

Within education at both schools and system levels of management, there is a fairly constant movement of staff. Those new to education in the NT, may introduce ‘new’ practices without being aware of their past use and history. This happens because there is little in the way of written and recorded NT educational history.

From time to time, those earning degrees, may study aspects of our Territory’s educational past. However, their dissertations and theses at best, find their way into the university’s library archive, often never seeing the light of day after they have been assessed and filed. This means they benefit no-one. The research devoted to their preparation and what they reveal is largely wasted.

When appointed CEO of Education in 2009, Gary Barnes observed to a meeting of school leaders that his job as incoming leader was not helped by the fact that we had no recorded and readily available history of education in the NT. He suggested that to understand educational history would help leaders in planning the way forward.

Any hope there might be some changes to overcome this deficiency have never occurred. Consequently, many educators who come to the NT remain blind to educational history. They make decisions and introduce policies without realising how much of their ‘new’ content is old hat. The following are a few of the policies that have been re-run:

• Regionalisation of educational management which has been on, off and on again several times since the late 1970’s.

• Introduction of Aboriginal languages into schools. Over time, bilingual education and other approaches have been embraced, rejected and re-endorsed.

• Developing programs for the study of languages other than English (LOTE) in both primary and secondary schools has had the same on again, off again, now on again history.

• Teacher training methodologies have been re-modelled so many times, that confusion has resulted.

• TAFE, VET and life education approaches are in a constant state of flux, posing huge challenges for schools, training institutions and students.

Innovation and change are important to grow educational systems and the schools they support. However, so too is consistency and predictability. Introducing, dropping, reinstating and changing focus by habit, is not wise. For the sake of stability we need to reflect on our educational history.