Monday 17 July 2006

Tuesday 18 July

Wednesday 19 July

Thursday 20 July

Friday 21 July

Saturday - Sunday, 22 - 23 July

Monday 17 July

• PLATO Media Release

PLATO Media Release Government continues to exclude teachers "The State Government appears to be going out of its way to exclude teachers from decision-making processes," claims Mr Greg Williams, president of anti-OBE lobby group PLATO. In a letter to all secondary teachers, the Curriculum Council advised them that the next professional development day, to be held at the start of Term 3: "will (now) be a 2 ½ hr briefing for heads of learning areas or teachers in charge of subjects related to these courses. That is, for every course being offered by a school in 2007, that school may send ONE representative to attend the PD for that course." "A full day was scheduled originally, not 2 ½ hours, and it was to include all teachers of the new courses. Now, rank and file classroom teachers of the new Year 11 courses, to be implemented next year, are being denied the opportunity to attend, ask questions or make suggestions," Mr Williams said. "The next professional development day, when all teachers can attend, does not occur until the start of the 2007 school year. By then, the course changes will be a fait accompli, and it will be much too late for teachers to provide input," he said. On a related problem, it appears that the verification of teacher details may prevent many registered teachers from voting in the WA College of Teaching election of teacher representatives, scheduled for November. "Dozens of teachers have complained already, on the PLATO discussion forum," said PLATO spokesman Steve Kessell. "It appears that details, such as each teacher's school, sector (government / Catholic / independent) and length of service, were omitted from their database. Teacher have been advised by the College, by post, that if they do not go online and add the missing data by August 11, three months before the election, they will be unable to vote." "Teachers provided these details, in writing, when they registered with the College last year, and most will assume that the College has recorded them," he said. "Their database is so poorly designed that teachers even have to add their telephone area codes to validate their details. Presumably one could assume that most WA teachers have a (08) area code," he added. "Taken together, these two events suggest that the Government wants to eliminate teacher feedback and representation to the greatest extent possible," he said.

 

• The Australian
  
  
  • Op Ed
    Geoff Newcombe: Education system to benefit all
    Linking teachers' pay to standards and quality is better for teachers, parents and students
    
    "During the past 20 years, the independent school sector has more than doubled in size. Today in NSW alone independent schools enrol 165,000 students in more than 400 schools and employ more than 12,000 teachers and 5000 non-teaching staff. Independent education is a large operation.

    "There are, of course, numerous factors that contribute to the growth in independent schooling. Suffice to say that most parents, irrespective of whether their child is in a public or private school, respect the concept of choice. And so it is also for governments, notwithstanding their political colour. Unfortunately, though, in all the debates and exchanges that take place over education, we may be ignoring the most important of challenges.

    "That is, what must we do as educators, administrators, governments, policy makers and parents to improve the standard and quality of schooling for our children? How do we lift the quality of instruction in the classroom? How do we ensure that good teaching practice is the standard, and that better practice is encouraged and rewarded?

    "Thankfully, the issue of teaching standards and quality in the classroom is beginning to come to the fore. Schools, parents, administrators and teachers all want to see a focus on quality teaching and want an independent body to accredit these efforts. The time has passed where merely accumulating years in the job is sufficient to see us through professionally. Teachers are, in this way, no different from any other professionals. In fact, it can be argued that theirs is a bigger responsibility, given their importance to future generations.

    "Governments are also beginning to see teaching in this way. The rationale for establishing the NSW Institute of Teachers was to accredit and set standards to improve teacher quality.

    "For thousands of Australians, teaching is a calling and they should be encouraged, fostered and rewarded when they want to improve their skills and knowledge base.

    "At the commonwealth level we now have Teaching Australia, the federal Government institute charged with advancing teaching standards. The independent schools sector is a supporter of these initiatives for we know that educational and school success is inextricably linked to the quality of our teachers.

    "While the media may focus on buildings and facilities, our attention has never been diverted from what goes on within them. It is the intellectual capital in our teachers who pass on their knowledge to our future leaders that is important.

    "For this reason, the independent school sector now has the option of offering a new agreement to its teachers. At the core of our approach is the principle that teachers' salary and conditions will be linked to standards compatible with those of the NSW Institute of Teachers. Put simply, we want our teachers to be rewarded for quality teaching.

    "Although it was constituted without much fanfare, the NSW Institute of Teachers represents a huge step forward in education policy and delivery. We now have in NSW a body charged with the responsibility to objectively set professional standards and raise the quality of classroom instruction.

    "So it's a logical progression that we should now link these standards to pay and remuneration. After all, why should teaching be any different from other professions where individuals are paid according to the skills and qualifications they accumulate? Higher standards equal better schools and better pay for teachers. Surely this is what we all want to achieve for our education system.

    "And, for the first time, this proposal acknowledges that some teachers prefer the classroom and excel in it. An unfortunate feature of the present system is that good teachers leave the classroom and move into managerial and administrative roles just to earn more money. It shouldn't have to be this way. Every year good teachers move from classrooms to boardrooms, not because they want to but because they get paid more.

    "We want good teachers to stay in the classroom and apply their skills to where they are most needed.

    "Of course, this proposal will draw its critics. We can expect sectional interests will oppose any move to merit-based pay in teaching. And we can expect these same vested interests will oppose the use of Work Choices as the instrument to deliver these changes.

    "But this change is clearly for the better. Linking teachers' pay to standards and quality is better for teachers, parents and, importantly, students. We all know what we want -- good teachers and for good teachers to be paid more. What is wrong with that?"

    Geoff Newcombe is executive director of the Association of Independent Schools of NSW.
    
    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19809510-7583,00.html
    
    
    

  • History wanted: Howard
    by Steve Creedy
    
    "Parents want their children to know about European settlement, Gallipoli and why Anzac Day is celebrated, John Howard said yesterday.

    "The Prime Minister said children should know about former Labor prime minister Gough Whitlam as well as the Liberal Party's Robert Menzies.

    "They should know about Howard Florey and Macfarlane Burnet and our other great medical research scientists," Mr Howard said in his fortnightly column for news agency AAP.

    "I said in January, and I still believe, that in order for young Australians to be informed and active citizens, they must be taught the central currents of our nation's development.

    "At the very least, schoolchildren in this country should have some knowledge of events which have shaped our nation."

    "Mr Howard is strongly backing a national summit to be held next month as an important step in restoring history courses to Australian schools.

    "The summit, revealed by The Australian, was convened by federal Education Minister Julie Bishop to bring together what she calls "the sensible centre of the history wars".

    "It will feature historians and commentators headed by former NSW premier Bob Carr.

    "Mr Howard said fewer than one in four secondary students took a history course and teaching the subject had become contentious and unfashionable.

    "He said he had received support from parents. "They want their children to know how Australia came to be settled, and be well informed about key events in our history," he said.

    "They want their children to know about indigenous life before the arrival of Europeans.

    "They want their children to know about Gallipoli and why we celebrate Anzac Day."

    "Mr Howard sparked the debate in an Australia Day speech in which he complained history in schools had been replaced by "a fragmented stew of themes and issues".

    "The Australian subsequently revealed that some state education systems no longer taught history as a separate subject.

    "The Government has since moved to press states into restoring history as a stand-alone school course."

    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19812405-13881,00.html
    
    
    
    
  • Nothing Bard in the school of ideas
    by Dorothy Illing
    
    "A class of 15-year-olds would probably find the 400-year-old language and ideas of William Shakespeare irrelevant.

    "But as debate rages about new-age curriculums and teaching classics through Marxist and feminist prisms, new ways are being found to make Shakespeare stimulate young minds.

    "And centre-stage this week is Brisbane, where more than 600 Shakespearean tragics from around the world have arrived to attend the VIII World Shakespeare Congress.

    "I'd like to see Shakespeare continue in the curriculum but probably not as it's taught," said congress convenor and former Shakespearean actor Richard Fotheringham.

    "He wants to see students introduced to Lamb's Tales, or simpler modern versions of the story lines in primary school.

    "You've got to teach kids at a level they're ready to deal with," said Professor Fotheringham, dean of arts at the University of Queensland, which is hosting the congress. "What I fear at the moment is that, because we're not introducing them step by step, even quite old adolescents in their final years of secondary school simply have no idea what they're reading..."
    
    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19812403-13881,00.html
    
    
    

  • Letter to the Editor
    
    
    • What's good for the goose
      
      "If paying teachers by results is such a good idea, why don't we apply the same system to police, nurses and members of parliament? Don't all backbenchers get paid the same, irrespective of whether they actually achieve anything of value for their electorates or the state or nation as a whole?

      "Come to think of it, judges could be paid according to the percentage of convictions that their courts record or the total number of years of imprisonment imposed.
      
      "People who really understand schools will know that paying teachers by results might be fine in theory, but in practice is almost certain to cause more problems than it solves."

      Garry Collins, Stafford Heights, Qld
      
      

    Complete Letters to the Editor in The Australian at http://www.theaustralian.news.com.au/index/0,,21223,00.html
    
    
    

• The Hobart Mercury
  
  
  • Jargon strikes again
    by Philippa Duncan
    

    "An Education Department paper on the proposed Student at the Centre restructure is so bureaucratic the teachers union cannot translate it.

    "Education Minister David Bartlett released the paper on Friday and said he was in a hurry to "get back to basics" and restore power to principals.

    "But the Australian Education Union yesterday said the paper was elitist, confusing and written in a language ordinary people would not understand.

    "I could sit down and translate this if I really thought about it," AEU Tasmanian president Jean Walker said.

    "I'm asking myself: 'What does it mean?'.
    
    "No, I don't even know what it means."

    "Opposition education spokesman Peter Gutwein said the language used in the paper was bizarre and "overly complex".

    "It takes relatively simple ideas and buries them in an avalanche of jargon," he said.

    "Why can't it just say learning services groups will support schools to support students?

    "The message simply ends up being lost."

    "The paper was sent to teachers on Friday to explain Mr Bartlett's plan to send 150 bureaucrats back to school.

    "It follows years of criticism of the jargon the Education Department uses to communicate with parents.

    "In May, Mr Bartlett responded to persistent calls from teachers, parents, politicians and the business sector to force the department to use clearer and simpler language.

    "He recruited language expert Don Watson, one of the department's biggest critics, to help simplify school report cards.

    "Mr Watson, author of two bestsellers on the evils of cliches, jargon and bureaucratic language, last year blasted the use of meaningless buzzwords such as "key element outcomes".

    "He said the language sent home to parents to explain the Essential Learnings report cards was "totally abstract" and "like something out of the Soviet Union".

    "Then education minister Paula Wriedt removed a jargon buster from the department website, admitting explanations of terms such as rubric were "completely unhelpful" to bamboozled parents.

    "Mr Gutwein said the Education Department was the worst offender when it came to the use of bureaucratic language.

    "I have not seen any correspondence from any other department that comes anywhere near this," he said.

    "Ms Walker said bureaucratic language was part of department culture and some bureaucrats could not communicate with normal people.

    "They forget that other people, ordinary classroom teachers, don't talk like this," she said."
    
    Full story in The Hobart Mercury at http://www.themercury.news.com.au/common/story_page/0,5936,19812799%255E3462,00.html
    
    
    

  
  
• Northern Territory News
  
  
  • Empty seats force teachers to leave
    by Emma Gumbleton
    

    "Some remote Territory schools are losing up to 40per cent of teaching staff because of poor student attendance, the teachers' union says.

    "The Territory Education Department said less than five teachers are moving schools at the mid-year break.
    
    "Some of them were doing so at their own request.
    
    "But the Australian Education Union NT claims up to 20 staff have been relocated from at least eight schools because student numbers have dipped.
    
    "Union secretary Alan Perrin said the move is a ``hipshot reaction'' which will cause more students to drop out.
    
    "The history of many communities is that they ebb and flow in student numbers and traditionally this is the time of year where students drop off,'' he said.
    
    "When those kids come back to school and they find the resourcing wasn't what it was, they'll think what's the point in going back to school, so they don't.
    
    "It's a self-fulfilling prophecy.''
    
    "Mr Perrin said staff levels should be adjusted at the end of the school year when student numbers are more constant..."
    
    Full story in the NT News at http://www.ntnews.news.com.au/common/story_page/0,7034,19811969%255E13569,00.html

    
    
    
• The Adelaide Advertiser
  
  
  • SA schools need extra $200m
    by Xanthe Kleinig
    
    "South Australia's public schools are under-funded by $200 million every year, the Australian Education Union claims.

    "The teachers union is today launching a long-term campaign to pressure federal MPs to address the national shortfall of $2.9 billion.

    "AEU state president Andrew Gohl said the bulk of the money was needed to ensure students met national literacy and numeracy skill standards. "Public education is chronically under-funded," he said.

    "Without immediate investment, many students risk not achieving their education potential."

    "Mr Gohl said the money should be used to improve school facilities and reduce class sizes.
    
    "An additional 1150 teachers could be employed if half that money was devoted to smaller class sizes, and the remaining $100 million could address nearly a third of the maintenance backlog in public schools," he said. "Other areas of need include higher retention rates, aid for disadvantaged students, teacher recruitment, addressing the teacher shortage especially in country areas, professional development, improved curricula and boosting information technology."

    "He said the State Government had started to reinvest in public education: "But that's just the beginning - the task must continue and it must be supported by the Commonwealth," he said.

    "The AEU will run a campaign until the next federal election, with TV and radio advertising also planned.

    "Federal president Pat Byrne said the campaign would start with teachers and parents lobbying their local federal MP to "seek a commitment to increasing funding for public schools", she said.

    "What we are talking here is a $3 billion under-funding of public schools," Ms Byrne said.

    "This is a figure determined by the Government - by the Ministerial Council of Employment, Education, Training and Youth Affairs."

    "However, federal Education Minister Julie Bishop said government schools were owned and operated by state and territory governments."

    Full story in The Adelaide Advertiser at http://www.theadvertiser.news.com.au/common/story_page/0,5936,19812871%255E911,00.html
    

Tuesday 18 July

• The West Australian
  
  
  • Schools chase funds for rise in leaving age (page 30)
    by Bethany Hiatt
    
    "The State Government is under increasing pressure to provide extra money to fund the raising of the school leaving age to 16.
    
    "Under the changes, schools are being expected to accommodate many more students in vocational areas such as woodwork and cooking using outdated and cramped classrooms and facilities.
    
    "The Government has allocated more than $46 million over four years to fund the higher leaving age, which took effect at the start of this year, a move instigated by Alan Carpenter when he was education minister. About 2200 extra students are expected to stay at school this year.
    
    "WA District High Schools Administration Association president Jeff Macnish, who is principal of Gingin DHS, has written to the Education Department calling for at least an extra $5 million to upgrade equipment.
    
    "We are concerned that many district high schools have not had any facilities refurbished or even looked at in the past year, so we are using pretty antiquated equipment," he said.
    
    "We are using lathes in some of those schools that are 1930s machinery. Not only that, there may not be enough room in some schools to cater for all the extra courses."
    
    "Mr Macnish said the department had sent finance staff to inspect schools but he was yet to receive a reply to the request for extra funding.
    
    "WA Council of State School Organisations president Rob Fry said the Government urgently needed to improve facilities before extending the leaving age to 17 in 2008."
    
    "Where we are trying to train people to come out better skilled and qualified in meeting industry's needs, there's no use training them on antiquated equipment."
    
    "Education Department acting director-general Sharyn O'Neill said more than $2.3 million would fund extra staff and programs this year.
    
    "An extra 45 staff had been allocated to district high schools and remote community schools. Another $2.4 million had been spent on employing 30 participation co-ordinators to work with young people at risk of dropping out of school.
    
    "Shadow education minister Peter Collier said the Government needed to cough up millions of dollars more to fix outdated facilities.
    
    "Yesterday, the Australian Education Union launched a campaign calling on the Federal Government to spend another $2.9 billion a year on public schools, saying it had cut the percentage of funds for State schools from 43 to 35 per cent in 10 years."
    
    Full story in The West Australian
    
    
    
• ABC News Online
  
  
  • Youth survey highlights city/country differences

    "A survey of Western Australia's youth has highlighted significant differences between the attitudes of young people in the city and the country.

    "The online survey by Mission Australia quizzed almost 2,000 Western Australians aged between 11 and 24.

    "It found country youth were more concerned about getting a job, while depression was more of an issue for city dwellers.

    "Participation in sports was more common among country people, while city people were more involved in the arts.

    "Mission Australia state manager Angie Paskevicius says the survey shows young people in the city and country have very different needs.

    "When we're looking at the types of supports and programs that young people need to assist them we need to remember there are some differences and that we need to tailor them so we do take into account those differences," she said."
    

    Full story at ABC News Online at http://www.abc.net.au/news/newsitems/200607/s1689308.htm
    
    
    
    
• The Australian
  
  
  • Guide prefers lessons to query 'facts'
    by Education writer Justine Ferrari
    
    "Teachers should present knowledge as a "social construct" open to interpretation rather than undisputed facts, even in maths and the sciences, says a NSW guide to quality teaching.

    "The Quality Teaching framework, developed on behalf of the NSW Education Department, rewards teachers for presenting "problematic knowledge" in their lessons.

    "Under a coding system developed to assess teachers, lessons that present knowledge "only as fact and not open to question" score the lowest.

    "The highest score is given when "knowledge is seen as socially constructed, with multiple and/or conflicting interpretations presented and ... a judgment is made about the appropriateness of aninterpretation in a given context".

    "Knowledge is treated as problematic when it involves an understanding of knowledge not as a fixed body of information but rather as being socially constructed, and hence subject to political, social and cultural influences and implications," the guide says. "Knowledge is not treated as problematic when it is presented only as fact, a body of truth to be acquired by students, or is treated as static and open to only one interpretation."

    "The guide specifically relates the idea of contested knowledge to the teaching of science, saying if it is difficult to see how a subject is problematic, look at its history.

    "In some areas, such as secondary science, historical dimensions of scientific knowledge have become part of the formal curriculum and help students recognise that scientific knowledge is open to social and historical dynamics," it says. "In other subjects, however, it may be necessary for the teacher or students to 'dig out' the historical background behind the knowledge presented in a topic."

    "The NSW Government yesterday distanced itself from the document, with a spokesman for Education Minister Carmel Tebbutt saying it had been overtaken by the establishment of the NSW Institute of Teachers..." [emphasis added]
    
    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19822703-13881,00.html
    
    
    

  • Tests help what's learnt stay learnt
    by Elizabeth Gosch
    
    "The classroom pop quiz, which has instilled fear into generations of school students, could be doing children more good than previously thought in boosting long-term memory.

    "Washington University psychologist Henry Roediger has discovered that instant quizzes are a powerful learning tool.

    "Students take tests in class to assess what they have learned ... to assess their knowledge and aptitude," Dr Roediger says in a paper to be released this week.

    "However, testing has a powerful positive effect on future retention. If students are tested on material and successfully recall or recognise it, they will remember it better in the future than if they had not been tested."

    "An experiment found students who studied a short passage and took a recall test soon afterwards did better in a final retention test up to a week later than students who simply repeatedly studied the passage.

    "The research will be presented at the Fourth International Conference on Memory being held in Sydney this week..."

    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19825539-13881,00.html
    
    
    
  • Cape children to start school at 3 1/2
    by Tony Koch
    
    "Aboriginal children on Cape York peninsula will be encouraged to start their schooling at the age of 3 1/2 - a year earlier than other kids - under a state and federal campaign to keep them in school longer.

    "More than $21 million will be spent over the next four years on programs designed to lift the standard of education in Cape York communities and increase the number of students completing high school and university.

    "Queensland Education Minister Rod Welford said that of 2197 students enrolled in 13 Cape York schools, 66 per cent were Aborigines or Torres Strait Islanders. But until a few years ago, no student from the remote communities graduated from Year 12 unless they had been sent away to a boarding school.

    "Even then, boarding schools complained that most indigenous students who enrolled did not have the same standard of education as their classmates.

    "A general prep year to be introduced in Queensland next year will take children aged 4 1/2 to 5 1/2, while the add-on program in Cape York will use play-based learning with children from 3 1/2.

    "There will be a focus on language development in English, and early literacy and numeracy skills," Mr Welford said..."
    
    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19825527-13881,00.html
    
    Similar story in The Brisbane Courier-Mail
    
    

  • Letter to the Editor
    
    
    • Teachers no mere minders
      
      "You report Pat Byrne, national president of the Australian Education Union ("Merit pay 'unfair to teachers' ", 15-16/7), as saying "it is completely unreasonable to hold a teacher responsible for (student) outcomes". Apparently, she has also made the extraordinarily defeatist statement that family background is more important than the teacher in ensuring educational achievement.

      "Let's look at the implications of her statements. If teachers are not responsible for student outcomes, and if student achievement is not necessarily related to teaching, then teachers are merely child-minders. If they are child-minders, then they can only be paid as childcare workers. Not exactly what I think AEU members want to hear from their president. Rather than implying (fortunately incorrectly) that teachers don't do the job for which they are paid, Ms Byrne's time would be better spent working out a fair way to show that they do."
      
      Margaret Graetz, Hackett, ACT
      

    Complete Letters to the Editor in The Australian at http://www.theaustralian.news.com.au/index/0,,21223,00.html
    
    

• The Sydney Morning Herald
  
  
  • Federal funding of public schools unfair: teachers
    by Anna Patty, Education Editor
    

    "Newer schools and those with fewer than 100 students receive as much Federal Government funding for maintenance and upgrades as older schools with more than 1700 students.

    "The NSW Secondary Principals Council president, Jim McAlpine, said yesterday that the Investing in Our Schools program had failed to allocate funding according to need, giving an unfair advantage to some small and newer schools.

    "The Federal Government gave $75 million to NSW schools in its latest round of funding for classroom and playground upgrades, shade structures, air-conditioning, fencing and computers.

    "Official figures show that Avoca Public School in the Southern Highlands, which has about 38 students, received $85,053 for a shade structure.

    "Australia Street Infants School, which has about 63 students, received $60,278 for classroom improvements, furniture and floor coverings.

    "Arthur Phillip High School, which has more than 1100 students, received $67,500 to refurbish its science laboratory..."
    
    Full story in The Sydney Morning Herald at link
    
    
    
    

• The Brisbane Corier-Mail
  
  
  • Guide aims to balance young lives
    by Tess Livingstone

    "Children in Prep year should not do any homework and those in Years 1-3 should do no more than an hour a week under new guidelines for state school students.

    "The guidelines – which have been welcomed by parents and teachers – are aimed at achieving a balance between study, family life, sport and recreation.

    "They suggest that early secondary students should do no more than an hour a day, while senior high students need to base homework around their programs.

    "Education Minister Rod Welford said he wanted to put parents in the picture about what was required and help students build good study habits from a young age.

    "For our younger students, it is important that parents get involved by reading books to them and encouraging them in a range of activities," Mr Welford said.

    "Homework is a contentious issue with parents' organisations admitting that some parents want it abolished, while some are happy with a moderate amount and others believe it should be increased.

    "Under the guidelines, Years 4 and 5 students would do no more than two or three hours homework a week, while those in Years 6 and 7 would do no more than three to four hours a week.

    "At secondary level, the guidelines recommended that students in Years 8 and 9 do no more than five hours a week, while homework in Years 10-12 would vary according to students' programs and needs.

    "We have to recognise that students complete homework tasks at different rates so these levels are only a guide," Mr Welford said. "For the older students, parents can help them balance the amount of time spent completing homework, watching television, playing sport and doing part-time work.

    "The key is balance and while homework is important for students, so too are the other healthy activities that young people need to undertake."

    "Mr Welford said that at exam time and when assignments were due, many secondary students would be working longer hours, which was fine "in short bursts" as it allowed students to experience "a bit of the pressure they would encounter in working life".

    "The guidelines specify that each school should develop a homework policy in consultation with parents.

    "The Government developed the policy in conjunction with parents and teachers after Premier Peter Beattie promised two years ago to develop such a policy.

    "Mr Beattie said the guidelines recognised "the need for children to have a balanced lifestyle and provide a commonsense framework for principals, teachers and parents" and were a good basis for schools to consult parents on their own individual homework policy.

    "There is an emphasis on helping students establish a positive routine of regular, independent study, without going overboard," Mr Beattie said..."
    
    Full story in The Brisbane Courier-Mail at http://www.thecouriermail.news.com.au/story/0,20797,19825247-3102,00.html
    
    
    

  • Parents split on issue
    by Tess Livingstone

    "Homework is such a contentious issue among parents that the state's peak parents' organisation could not provide a recommendation during the State Government's homework review.

    "Queensland Council of Parents and Citizens Associations president Wanda Lambert welcomed the new guidelines yesterday, saying it was important that schools consulted with their local communities in drawing up a policy.

    "But she admitted that parents were divided over the issue.

    "Some don't want any homework, saying it causes too many problems between children and parents," Mrs Lambert said.

    "Some think a little bit of homework is okay, while others want more.

    "There was such a diverse range of opinion among our members that we could not get a consensus other than it should not interfere with family life.

    "As long as homework is suitable to the age group and abilities of students, and high schools co-ordinate homework so that homework for eight subjects is not given on the one night then there should not be too many problems."

    "Queensland Teachers Union president Steve Ryan said homework was about consolidating what was learned in the classroom and that the hours specified in the guidelines were fair and reasonable.

    "We are pleased that they are guidelines and not prescriptive," he said. "Homework is a consultative issue involving parents, students and teachers."

    "Brisbane Catholic Education executive director David Hutton said the Catholic sector left homework up to schools and communities to decide.

    "Figures are always rubbery with homework because what takes one child half an hour will take another 10 minutes and another 60 minutes," he said.

    Full story in The Brisbane Courier-Mail at http://www.thecouriermail.news.com.au/story/0,20797,19827793-3102,00.html
    
    
    

  
  
  © The Brisbane Courier-Mail
  
  

  • Study, lifestyle a balancing act
    by Tess Livingstone

    "Homework is an essential part of the Pye family's regular routine, but ensuring the three kids enjoy balanced lives is just as important.
    
    "And parents Phil and Jenny think the Government's homework guidelines are just about right..."
    
    Full story in The Brisbane Courier-Mail at http://www.thecouriermail.news.com.au/story/0,20797,19827822-3102,00.html

    
    
• The Melbourne Age: Education Section
  
  
  • A range of articles, some of which may be of interest.
    
    
    
    
• The Hobart Mercury
  
  
  • Bartlett says new policy makes sense
    by Philippa Duncan

    "Education Minister David Bartlett yesterday defended his bureaucrats' confused writing in extracts of the department's proposed Student at the Centre plan.

    "But he declined to decode the extracts published in the Mercury yesterday.

    "Some sections of the paper were so baffling, even the teacher union could not determine their meaning.

    "Mr Bartlett yesterday said he had "established a comprehensive communications process around the Student at the Centre plan".

    "I emailed all teachers and officers within the Department with a concise summary of the plan," he said.
    
    "I have already received an enormous amount of emails from teachers, members of the AEU executive, principals and the wider community saying that it's very clear what I'm doing, and that is restoring principals and teachers to their rightful place as educational leaders."

    "He said the plan also included "face to face" communication with the Australian Education Union, Parents and Friends, principals, teachers and parents.

    "Mr Bartlett said he was 100 per cent committed to ensuring the department communicates internally in the "most appropriate language".

    "But he did not clarify whether he regarded plain English the "most appropriate language".

    "Libby Lester, head of the University of Tasmania's Journalism, Media and Communications faculty, said the public had a right to expect educators to write well.

    "An important skill is the ability to communicate complex ideas simply," Dr Lester said.

    "This document appears to express fairly simple ideas with great complexity. Unnecessary words, syllables and punctuation do not give authority to a piece of writing; they usually simply show the author's lack of confidence in his or her message."

    "She said plain English "is something we should be able to expect of all those involved in education in Tasmania". [emphasis added]

    "The Student at the Centre paper explains Mr Bartlett's plan to send 150 education bureaucrats back to school."

    Full story in The Hobart Mercury at http://www.themercury.news.com.au/common/story_page/0,5936,19826338%255E3462,00.html
    
    
    
    

Wednesday 19 July

• ABC News Online
  
  
  • Survey finds teacher shortage impacting WA classrooms

    "A national survey has shown maths and english students in a third of Western Australia's high schools are being taught by teachers with no expertise in the subject.

    "The Australian Secondary Schools Principals Association (ASSPA) surveyed 383 high schools to measure the impact of the nationwide teacher shortage.

    "The study found 34 to 36 per cent of WA schools had up to five daily english and maths classes taken by teachers with no expertise in the subjects.

    "It also found around one in five WA schools have dumped language courses and 12 per cent have stopped teaching technology classes.

    "ASSPA president Andrew Blair says the decline in subject variety is disadvantaging students.

    "It does have long term impact not only on kids' careers, but also on the economy," he said.

    "Mr Blair says state governments and universities need to develop incentives to attract potential teachers."
    

    Full story at ABC News Online at http://www.abc.net.au/news/newsitems/200607/s1690445.htm
    
    
    
    
  • Health Minister to examine offerings in school canteens

    "The Western Australian Education Minister Ljiljanna Ravlich is waiting to see if regulations are needed to control what food is offered at school canteens.

    "In an effort to combat childhood obesity, the Government has conducted a preliminary survey of canteens to find out what type of food is on offer and what type of food children are eating.

    "The survey found while most canteens operators offered healthy food on a daily basis, the less healthy options are more popular.

    "Ms Ravlich says while most canteens actively promote healthy food she would like to see all come on board.

    "However, she will wait for the final report before deciding on any course of action.

    "If there is a need to move down the regulation path then that is a very appropriate instrument because regulations rather than legislation provides greater flexibility if there is a need to change those regulations," she said."

    Full story at ABC News Online at http://www.abc.net.au/news/newsitems/200607/s1691236.htm
    
    
    
    
  • Kids' diet, exercise scrutinised to fight obesity

    "The Federal Government has announced a plan to measure thousands of children and question them about diet and exercise, in a bid to tackle obesity.

    "The survey will question thousands of Australian children from early next year about their eating habits and exercise levels. Height and weight measurements will also be taken.

    "An healthy weight website also began operating this afternoon.

    Announcing the package the Federal Health Minister Tony Abbott said Australia was suffering from the disease of 'affluenza'.

    "Because we can drive we don't walk, because we can eat rich food we don't eat the simple food," he said.

    "A task force involving three government ministers is also being set up to address growing obesity levels in Australia.

    "Role models will be used to influence people on how to improve their diet and exercise habits.

    "Federal Education Minister Julie Bishop says a new push to reduce obesity levels will help measure the success of the physical education requirements imposed on schools two years ago.

    "Ms Bishop believes they will also help assess whether the two hours of exercise per week school children now have to complete has made a difference.

    "We are getting good feedback that children are participating in this activity," she said.

    "We're not yet seeing the figures in terms of the number of children that are considered to be overweight and that's why the range of initiatives we're announcing today will track that kind of progress."
    Criticism of plan

    "The Western Australian Education Minister Ljiljanna Ravlich is opposed to the plan to weigh and measure school children in an effort to curb childhood obesity.

    Ms Ravlich has concerns that such a plan could cause psychological damage in children.

    "I would be very disappointed if we had a system whereby before the beginning of any school day we had to line up 28 students and have them on a scale and have a pie graph showing their weights," she said.

    "I think it can damage the confidence of young children." [emphasis added]
    

    Full story at ABC News Online at http://abc.net.au/news/newsitems/200607/s1691146.htm
    
    
    
    
• The West Australian
  
  
  • New call to restore history in schools (page 16)
    by Bethany Hiatt
    
    "There were renewed calls yesterday for Australian history to be a compulsory, stand-alone subject for every student in WA, with experts warning the subject had been "jumbled together" with other courses under the banner of society and environment.
    
    "Curtin University's Tom Stannage and the University of WA's Jenny Gregory, who have been chosen to attend a national history summit in Canberra next month, said Australian history should be compulsory in Years 11 and 12.
    
    "Students from 15 on are better equipped to do the analysis side of things and therefor that might be a good site, between 15 and 17, to have a compulsory history unit," Professor Stannage said.
    
    "Federal Education Minister Julie Bishop is hosting the history summit on August 17. Historians, commentators and academics will discuss how to restore history as a stand-alone subject to school curriculums.
    
    "Every Australian has to vote and they need to understand something about the country in which they live and its history," said Professor Gregory, who is president of the History Council of WA. "I don't think they are getting that at the moment."
    
    "But WA History Teachers Association vice-president Liz McGinnis did not think it was workable to have a compulsory Australian history course in Years 11 and 12 because students with a strong focus on maths and science would resist it. "If it was compulsory, I'd like to see it broader than history, something that involved a bit of Australian literature, art, geography, economics – a mixed humanities course or a kind of passport to adulthood," she said.
    
    "In WA, history is not compulsory in Years 11 and 12. Students from kindergarten to Year 10 are taught history under the time, continuity and change learning outcome.
    
    "Acting Curriculum Council chief executive David Axworthy said content was clearly defined but schools decide when and how history was taught.
    
    "Prime Minister John Howard has said history should be taught with an emphasis on dates and facts but WA History History Teachers Association president Tom Loreck said history was about people rather than events."
    
    
    
    
  • Teachers revive discordant note to OBE music (page 39)
    by Bethany Hiatt
    
    "Music teachers have raised fresh concerns over whether students will be required to play a musical instrument when studying the new outcomes-based education music course.
    
    "Teachers say the confusion over what students will be expected to do means disc jockeys and sound engineers could be equated to classical violinists.
    
    "The violins versus turntables and mixing desks debate flared again after music teachers attending a Curriculum Council forum were told the course should be open to students doing sound engineering and studio work, as well as those studying instrumental music.
    
    "The new outcomes-based music course was due to be introduced to Year 11s next year. But after most music teachers rejected it, the course was effectively delayed until 2008 and is under review.
    
    "The forum, attended by about 10 music teachers, was one of the first steps in the review process.
    
    "All Saints College music director John Beaverstock, who was not invited to the forum, said he had been initially buoyed by the council's agreement to rewrite the music course to put more focus on performance, composition and aural perception.
    
    "We thought that we were getting somewhere," he said. "But it seems the Curriculum Council is insisting that there is one course that covers people who are studying instrumental music and composition and also those doing sound engineering and studio work."
    
    Under the present system, students have a choice of three courses but only one, TEE Music, qualifies for tertiary entrance. Students can learn about sound engineering in vocational courses.
    
    "Mr Beaverstock said sound engineering was an important area of specialisation but it was not fair to force students who wanted to learn how to use mixing desks into the same course with violinists or clarinettists.
    
    "The Curriculum Council has previously ridiculed claims that the new music course would not require students to learn instruments, saying students could also complete the current TEE music course without playing an instrument by focusing on composition.
    
    "Curriculum Council acting chief executive David Axworthy said: "Friday's meeting with a small group of music teachers was constructive, productive and important in the review and refinement process, through which we are seeking and listening to feedback from many educators across all new courses."
    
    "The forum was organised two days after 42 music educators met in their own time on a Saturday afternoon when the majority recorded a vote of no confidence in the proposed music course."
    
    
    Full stories in The West Australian
    
    
    
• AAP [PerthNow / Sunday Times Online]
  
  
  • Learn a trade, ALP tells students

    "Students should try out traditional trades while at school so parents can see the benefits of blue collar jobs, Labor says.

    "A new survey has found the national skills shortage may be due to parental expectations on children to take up white collar positions rather than a trade.

    "The survey of 1,000 students revealed two out of three people believe parents prefer their children to attend university or get a white collar job, because there is a perception trades do not offer the same opportunities.

    "Labor's education spokeswoman Jenny Macklin today said young people should be trying out trades while they're at school.

    "I do think if parents saw students trying out different trades while the students were still at school they would really see the opportunities that a trade and an apprenticeship gives our young people,'' Ms Macklin told reporters in Perth.

    "Ms Macklin said there was an unreasonable stigma attached to trades.

    "I think it's very important that we continue to talk about the importance of the trades, we continue to talk about the terrific incomes you can earn with a trade qualification, the long-term job opportunities,'' she said.

    "Ms Macklin said the government was still doing nothing to address the skills shortage: ''(Prime Minister) John Howard should hang his head in shame, he is responsible for this skills crisis.''

    "Meanwhile, Australia is facing a massive shortage of scientists and engineers, mainly because university fees have become too prohibitive, Ms Macklin adds.

    "The Department of Education, Science and Training audit of Australia's scientific, engineering and technology skills shows Australia will face a shortage of 20,000 scientists and engineers in the next six years..."

    Full story in PerthNow / Sunday TImes online at http://www.news.com.au/perthnow/story/0,21598,19841209-2761,00.html
    
    
    
• The Australian
  
  
  • Teachers with no training
    by Justine Ferrari, Education writer
    
    "Education standards are being compromised by a shortage of teachers that has forced about 300,000 high school lessons to be taught daily by staff with no expertise in the subject.

    "A survey of government high school principals found that in one-third of schools across the nation, up to five classes a day are taught by teachers who have no training in the subject they are teaching.

    "As a result of the shortage, schools are forced to drop some subjects, with languages and technology most often culled.

    "Physical education and special needs are the subjects most commonly taught by teachers with no expertise in those areas.

    "The survey by the Australian Secondary Schools Principals Association of 25 per cent of government high schools suggests the problem has worsened significantly in all subjects over the past year.

    "In 2005, about 8 per cent of schools reported non-specialist teachers were taking more than 20 per cent of English and mathematics classes.

    "This year, 40 per cent of schools had no specialist English teacher for between one and five English classes, while in about 10 per cent of schools between six and 10 classes were affected.

    "Almost 50 per cent of schools had no specialist maths teacher this year for up to five maths classes, and in a further 10 per cent of schools between six and 10 classes were affected. In about 1 per cent of schools, more than 15 classes had no specialist maths teacher.

    "Education Minister Julie Bishop said the survey suggested teaching shortages were compromising the standard of education, particularly in schools that found it difficult to attract staff, such as those in rural and remote areas.

    "It's a serious problem. We should be putting a highly qualified teacher in every classroom in Australia," she said.

    "There should be incentives for teachers to go into the most challenging areas. We should be putting our best teachers into those classrooms."

    "ASPA president Andrew Blair said the shortages were not confined to government schools, and he expected an extension of the survey into Catholic and independent schools next year to find similar problems.

    "Mr Blair said the most worrying finding of the survey was that rural and remote students were being offered a much narrower education because of the inability of their schools to find appropriate teachers.

    "We are facing a very serious question of equity as a result of a lack of teachers, and that's not the Australia we want to see," Mr Blair said.

    "Students in rural and remote areas are the most disadvantaged by the shortage, with 12 per cent of schools in remote areas reporting they have dropped languages, the survey shows.

    "Since 2003, more than 100 schools have reported dropping languages because they are unable to employ a teacher, while a similar number of schools have dropped technology.

    "Mr Blair said the shortages were going to worsen, with the number of teachers expected to halve in the next decade."

    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19838382-13881,00.html
    
    Similar stories in The Melbourne Age and other dailies
    
    
    
  • Higher Education Supplement
    Physics will add up only with maths
    Outcomes-based education must be ditched for content-based syllabuses, writes Peter Ridd
    
    "The fortresses of outcomes-based education have been tumbling across Australia in the past few weeks, with West Australian Premier Alan Carpenter overriding his embattled Education Minister, Ljiljanna Ravlich, to instigate an overhaul of the proposed outcomes-based syllabuses in that state.

    "This was followed by comments from Ravlich's NSW counterpart, Carmel Tebbutt, that syllabuses must prescribe some content to protect students from educational fads sweeping other states. That would be states such as Queensland.

    "To most of us, the idea of a syllabus without some content or facts is almost inconceivable, but in the ethereal world of education theory, teaching content is for the dinosaurs. To many of our educationists and academics there is no such thing as a fact; everything is open to interpretation.

    "That may be OK for psychology and philosophy, but in physics there are facts with a capital F. It is impossible to teach science and maths without some minimum level of content, and it is the role of the syllabus to guide teachers on what to teach. However, the latest physics syllabus in Queensland dispenses with facts entirely. The 30-odd page document, full of edu-speak and equity statements, has but a single completely unhelpful page devoted to the content to be taught.

    "The teachers are free to teach anything they like to whatever depth they wish. There is also no guidance on the level of mathematics to be used in the physics course. Some teachers will elect to remove the maths entirely because some of the students may be frightened by a few equations. But physics without maths is like having one leg chopped off. You can stagger around, but you won't go far.

    "In Queensland, not only do we have a physics syllabus devoid of physics, we have a Year 10 maths syllabus devoid of a single equation. No wonder the first-year university mathematics, physics and engineering lecturers complain bitterly about the appalling standard of algebra of school-leavers. Universities across the country have had to water down mathematics standards and shift material to later years to compensate. This is not exactly the stuff of the clever country or the smart state.

    "Just to prove how opposed to anything numerate is the Queensland system: we have an assessment scheme that forbids the use of marks, percentages and weighting. Instead teachers are supposed to give a letter grade for each piece of assessment, then use a dubious subjective procedure to come up with a final mark; sorry, I mean letter. Perhaps the reason this system has been dreamed up by university education faculties is that university educationists are so innumerate they feel uncomfortable with any numbers at all.

    "But it does not end there. The Queensland system has slowly but surely been eliminating exams, instead using assignments for the bulk or all of the assessment. This is all very well if you are a child of a comfortable middle-class family with university-educated parents. Mummy can help you with your assignments. It's not exactly cheating, but it surely discriminates against students from less comfortable backgrounds.

    "Queensland Education Minister Rod Welford has instigated a review of the syllabuses for the senior phase of learning.

    "It is a good start, but he has asked the Queensland Studies Authority to undertake the task. This is precisely the group that is responsible for some of the world's silliest syllabus documents. It is an organisation rotten to the core with modern educational theory. How can it possibly be entrusted to do this review?

    "Instead we need an independent review that would include a significant input from the universities; not the educationists but university engineers, biologists, mathematicians. These people will see a large proportion of our school-leavers. Their students can make Queensland the smart state, if we are prepared to do something drastic about our education system. [sound familiar??     Web]

    Peter Ridd is a senior lecturer in physics at James Cook University.

    Full story in The Australian Higher Education Supplement at http://www.theaustralian.news.com.au/story/0,20867,19835058-12332,00.html
    
    
    
    
  • Higher Education Supplement
    All pain, little gain in maths reduction
    by Bernard Lane
    
    "Only half of the mathematics teachers leaving universities are being replaced, a new survey estimates.

    "The (mathematics) departments are shrinking all over the place and I think it's getting worse," Jan Thomas, executive officer of the Australian Mathematical Sciences Institute, told the HES.

    "Education Minister Julie Bishop said: "That (shrinkage) would cause me concern because that means the supply of school teachers would also be reducing."

    "Ms Thomas said the maths malaise extended from advanced university research right down to primary school teaching.

    "Sue Willis, president of Australia's education deans and a maths specialist, rejected this criticism. "Primary teachers are better prepared now than they have been in a century," Professor Willis said.

    "Worried about Australia's ability to tempt young mathematic talent to return home, Ms Thomas tracked job advertisements for academics in the HES. She compared these with reports of departures from maths departments in the 18 months to March this year.

    "About 70 had left, some via redundancies. Only 30 jobs for maths academics at lecturer level or higher were advertised; 18 were for statisticians. She limited her survey to academics doing teaching and research within mathematical science departments.

    "It's a disaster," said Neil Trudinger, a professor at the Australian National University and the only Australian-based theoretical mathematician to be elected to Britain's Royal Society. "I'm surprised that it's one in two being replaced, I'm surprised that it's not worse. The effects are not immediate. In time they'll be translated into disadvantages in the whole scientific, technological effort in keeping up with the rest of the world."

    "Ms Thomas blamed the education faculties in part for the troubles of maths and questioned whether Ms Bishop would be as willing as Brendan Nelson, her predecessor, to take them on.

    "Ms Thomas, a former school teacher and education academic, said jargon and theory had crowded out basic instruction in primary maths by education faculties.

    "She said giving this job to maths departments would lift the competence of primary school teachers as well as the fortunes of maths departments.

    "Even if education faculties are doing it badly they'll fight to keep their numbers and I'm not entirely confident that Julie Bishop wants that kind of fight," Ms Thomas said.

    "She hoped a new impetus for basic maths competence might emerge from the federal parliamentary inquiry into teacher training, set up by Dr Nelson.

    "Ms Bishop said: "If there are recommendations that I can turn into actions then I certainly will but I don't want to pre-empt the report. I know a number of the submissions ... identified the problem of poor preparation of primary teachers for teaching maths."

    "She said the latest Trends in International Maths and Science Study suggested Australia's primary school students in years 4 and 8 compared well with the global average.

    "But I think the concern is that only 17 per cent of Australian Year 4 students were taught by teachers who had studied maths as a major or as specialisation in their post secondary (training) compared with an international average of 26 per cent of students," she said.

    "We need better preparation for student teachers in maths and ongoing professional development."

    "Asked whether the new minister had a different approach, Professor Willis said: "I think that Julie Bishop is more open to argument. It was never clear to us what the problem was that Brendan thought he was fixing via the teacher training inquiry".

    "Ms Thomas said maths was in reasonable shape in most of the Group of Eight universities but it was vulnerable as institutions tried to second guess the research quality framework and chased revenue.

    "She said a decent department should have at least one professor, four or five statisticians and three or four mathematicians..."
    
    Full story in The Australian Higher Education Supplement at http://www.theaustralian.news.com.au/story/0,20867,19836523-12332,00.html
    
    
    

  • Higher Education Supplement
    Bishop calls for cut to admin funds
    by Dorothy Illing
    
    "Education Minister Julie Bishop wants universities to spend less on administration and more on teaching.

    "She said savings from economies of scale, joint purchasing arrangements and more collaboration across courses and institutions were among the ways they could achieve this.

    "I want to see more focus on teaching and much greater efficiencies in relation to administration overheads," she told the HES..."
    
    Full story in The Australian Higher Education Supplement at http://www.theaustralian.news.com.au/story/0,20867,19835294-12332,00.html
    
    

  • Letters to the Editor
    
    
    • Success-failure continuum
      
      "One of the reasons teacher remuneration should not be linked to performance criteria is that luck plays an overwhelming role in the assessment of performance.

      "I have taught in Australia for nearly nine years in public schools, and in that time I believe my performance has been more than satisfactory. But this can be significantly imputed to the two educational entities within which I have had the good fortune to be assigned: one involved work as an itinerant teacher going from school to school from a central base, the other in a distance education centre. Had I been assigned, for example, to a school where behaviour management issues were significantly to the fore, then things might well have been different.

      "A teacher in an exclusive private school might well be a success, but assign him or her to a school for, say, those at the bottom of the socio-economic ladder, then things might well be different. Similarly, a successful teacher of "challenging students" might not be so successful with highly motivated learners from upper-middle class families. Even a change of principal can be the catalyst for changing a teacher's status from "a success" to "a failure", or vice-versa.

      "In no other profession does chance figure so significantly along the success-failure continuum. Remuneration should not be based on such chance."
      
      Barrie Stephens, Darwin, NT

    Complete Letters to the Editor in The Australian at http://www.theaustralian.news.com.au/index/0,,21223,00.html
    
    
    

• The Sydney Morning Herald
  
  
  • Bonanza likely for top public school teachers
    by Anna Patty, Education Editor
    
    "High-quality teachers in public schools stand to receive thousands of dollars in bonus payments as pressure mounts on the State Government to follow the lead of private schools.

    "The NSW Institute of Teachers, established by the Government to accredit new teachers and monitor quality, is developing two new standards of professional competence and leadership for experienced teachers.

    "The Independent Education Union, which represents teachers in NSW private schools, is making a new wage claim that includes an allowance of no less than $10,000 for teachers who complete the institute's classification of professionally accomplished teacher.

    "This is higher than the $6100 put forward by the Association of Independent Schools NSW last week as part of its proposed salary package for private schools.

    "To meet the new standard, teachers will be assessed on teaching plans, classroom performance, student outcomes and work samples, along with references from colleagues and supervisors.

    "The federal Education Minister, Julie Bishop, has proposed rewarding high-achieving teachers solely on student results.

    "But the Independent Education Union general secretary, Dick Shearman, said he advocated the institute's broader model of accreditation and assessment. "We are all in favour of rewarding excellence. But we are not in favour of linking teaching performance to teaching results and that is not what the NSW Institute of Teachers is proposing," he said.

    "The union yesterday told the industrial registrar it intended to seek a special case before the NSW Industrial Relations Commission. The claim will include the $10,000 allowance.

    "The institute's proposal is also more likely to win the support of the NSW Government, which faces the challenge of how to reward its best teachers without having to give all teachers the same level of increase.

    The institute's chief executive, Tom Alegounarias, expected the two new standards for experienced teachers to be developed in the next six to 12 months.

    "Our approach is to include student learning outcomes as one source of evidence of a quality teacher, among many sources of evidence," he said. "The evidence is likely to include student outcomes, teaching plans and observation of the teacher..."
    
    Full story in The Sydney Morning Herald at link
    
    
    

  • Where are all the scientists?
    by Mark Metherell
    
    "The nation faces a shortage of nearly 20,000 science and engineers within six years just as global demand for technology skills intensifies.

    "The Education Minister, Julie Bishop, warns that Australia is in danger of falling behind, and will release an audit today of the country's scientific, engineering and technology skills which forecasts that supply will not meet demand.

    "The projected demand for science skills suggested Australia would need another 55,000 professionals by 2012-13 but supply was likely to fall short by up to 35 per cent.

    "The audit, undertaken by Ms Bishop's department, found that "we are under threat of skills shortages in many of the very engineering and scientific disciplines we most need. There are indications that our capabilities may be further eroded if the current trends in quality and uptake of courses and career paths are not reversed..."

    Full story in The Sydney Morning Herald at link
    
    
    
    
• The Brisbane Courier-Mail
  
  
  • Lead Editorial
    Homework part of family life
    
    "Homework is a surprisingly contentious issue, so much so that Queensland's peak parents' body, the Queensland Council of Parents and Citizens Associations, was unable to reach a consensus within its own ranks during the State Government's homework review.

    "While some parents wanted no homework, some wanted a little and others wanted more, the only point of agreement was that it should not interfere with family life. However, homework is part of family life, or should be. Common sense and experience suggest that Independent Schools Queensland executive director Dr John Roulston is correct in asserting that schools in which homework is routinely assigned and graded tend to have higher-achieving students.

    "Education Minister Rod Welford's guidelines on homework have many pluses for state school children. Most importantly, in asking children in Years 1 to 3 to do up to an hour a week, they set the foundations for building effective and regular study habits from a young age. At the same time, youngsters need plenty of freedom out of school hours to enjoy the fleeting fun of childhood, and the guidelines are sound in insisting on that balance.

    "For upper primary students, the three to four hours a week suggested for Year 6 and 7 should ease the transition of that group towards secondary school. Too often, bright children in upper primary are able to complete the week's homework in about 30 minutes on a Monday afternoon and not open a book at home for the rest of the week.

    "If the guidelines have a weakness it is the appearance of setting limits for lower secondary homework – no more than five hours a week for Years 8 and 9 – that is far below what is expected in many non-government schools. Depending on students' Year 9 subject selection, many non-government schools set double or treble this amount, especially in assessment periods. While some students, eager to do the minimum, will play on the phrase "no more than five hours a week", state school teachers must ensure that dedicated students and those who need to put in more time simply to make the grade are able to do what is needed. Many Year 8 and 9 students aspiring to shine as the next generation of Smart State researchers and in other fields will feel the need to do much more than the guidelines suggest, as they do at present.

    "With each school asked to draw up its own homework policy in consultation with parents, the guidelines also place a heavy responsibility on teachers to set appropriate homework and check it regularly. This is an essential part of good teaching.

    "In sitting down at the computer and putting his own stamp on the guidelines, Mr Welford has moved to lift the practice of homework in state schools. It is now up to principals, teachers, parents and students to make them work effectively."
    
    Full editorial in The Brisbane Courier-Mail at http://www.thecouriermail.news.com.au/story/0,20797,19833959-13360,00.html

    
    
    
• The Adelaide Advertiser
  
  
  • Schools to begin term short of key staff
    by Xanthe Kleinig

    "Schools are searching for teaching staff just three working days before students return from winter holidays.

    "More than 35 schools advertised 42 positions yesterday, with little likelihood of filling them before week's end.

    "Among jobs posted on the Education Department website are senior school mathematics, English, technical studies and PE teachers.

    "All but one of the secondary, primary and pre-school positions are to start "as soon as possible" or on Monday.

    "Relief teachers will stand in until more permanent staff can be found. This, says Secondary Principals Association vice president Wendy Teasdale-Smith, is "disruptive". "If, for example, it's a Year 12 class, they are two-thirds of the way through the course and that's quite a critical time," she said. "It can be a problem for them..."
    
    Full story in The Adelaide Advertiser at link
    
    
    

• The Hobart Mercury
  
  
  • Schools change plan 'clear'
    by Kathy Grube, Education Reporter
    

    "Parents say they have no trouble understanding the language in Education Minister David Bartlett's plan for restructuring his department.

    "Tasmanian State School Parents and Friends Association president Jenny Branch said the plan was clear.

    "The feedback I have had is that parents thought the documentation was clear and they are looking forward to the plan moving forward and putting more resources in schools," she said.

    "One of the major initiatives of "The Student at the Centre" plan is to free principals from the shackles of administration, which Mr Bartlett calls "administrivia".

    "He will also send 150 bureaucrats back to Tasmania's state schools to take over the administrative burden from principals.
    
    "Ms Branch said principals had been drowning under an increasing load of administration, which was also taking them away from their schools.

    "Parents want principals to be accessible and this plan looks like it will free up principals so they can do more in schools," she said.

    "Ms Branch said teachers had also been spending an increasing amount of time away from their classrooms.

    "Teachers are spending more and more days away doing professional development," she said.

    "During the past two years some teachers have travelled from the North-West to Hobart to do training on the Essential Learnings curriculum framework, meaning they are away from their class for multiple days at a time..."

    Full story in The Hobart Mercury at link
    
    
    
  • Bishop calls summit on history plan
    by Kathy Grube, Education Reporter
    

    "A national summit will consider whether to resurrect Australian history as a stand-alone subject in schools.

    "Federal Education Minister Julie Bishop yesterday announced that she will host a summit to look at strengthening Australian history in the school curriculum.

    "However, Tasmanian education experts say Australian history is already an essential component of the state's curriculum -- the soon to be renamed and simplified -- Essential Learnings.

    "Ms Bishop has appointed seven members to the Canberra summit on August 17. They include historian Prof Geoffrey Blainey, former NSW Premier Bob Carr, and president of the History Teachers' Association of Australia, Nick Ewbank.

    "Ms Bishop and Prime Minister John Howard have criticised schools for not teaching enough Australian history and for teaching history based on broad themes, rather than as a narrative.
    
    "Ms Bishop also called for facts and figures to be an integral part of history teaching so that every student knows when and why "Lieutenant James Cook sailed along the east coast of Australia".

    "It is time for a renaissance in the teaching of Australian history in our schools," she said.

    "It is essential that we put a structured narrative back into the teaching of Australian history so that by the time students finish secondary schooling, they have a thorough understanding of their nation's past, and how we have become a modern liberal democracy.

    "I will also be encouraging state education authorities to make the teaching of Australian history a critical part of the syllabus..."
    
    Full story in The Hobart Mercury at link
    
    

• The New York Times
  
  
  • Republicans Propose National School Voucher Program
    by Diana Jean Schemo

    "With Education Secretary Margaret Spellings joining them in a show of support, Congressional Republicans proposed Tuesday to spend $100 million on vouchers for low-income students in chronically failing public schools around the country to attend private and religious schools.
    
    "The legislation, modeled on a pilot program here, would pay for tuition and private tutoring for some 28,000 students seeking a way out of public schools that fail to raise test scores sufficiently for at least five years..."
    
    Full story in The New York Times at http://www.nytimes.com/2006/07/19/education/19voucher.html

    Similar story in The Washington Post at http://www.washingtonpost.com/wp-dyn/content/article/2006/07/18/AR2006071801305.html
    
    Note: Both The New York Times and The Washington Post require free registration to access their stories.
    

 

Thursday 20 July

• The West Australian
  
  
  • Editorial (page 16)
    Why Australian history is a must in schools
    
    "When citizenship parliamentary secretary Andrew Robb raised the issue of a citizenship test for migrants in April, he suggested they should be quizzed on Australian values, history and way of life.
    
    "Though some people didn't like the idea, its logic is hard to resist: if people are to be successful citizens they should have a reasonable understanding of Australian ways and values and the cultural and historical forces that shaped them.
    
    "The other side of this argument is, of course, that if people can't be bothered to learn the language or to gain knowledge about Australia, then they show a lack both of respect for their nation of choice and of sincerity about wanting to be citizens with a genuine contribution to make to it.
    
    "It's a fair bet that most Australians would support a citizenship test of the type proposed, though there is bound to be debate about what specifically is to be tested and how. And they would be right: we should demand the level of commitment to this nation that is implied by being able to pass such a test.
    
    "But then some cynics will ask, with some justification, just how well or badly many citizens born and educated in Australia would fare in that sort of test, particularly as it would apply to their knowledge of the specifics of Australian history.
    
    "That it is almost inevitable that this question would be raised in a discussion on this issue reflects Australia's long-standing reputation for lacking the type of national fervour that flourishes in many other nations.
    
    "It also reflects on our education system and the way it seems to be heading. If the efforts to impose outcomes-based education on all levels of schooling in WA have had any beneficial consequence, it is that the debate they have generated has drawn attention to deficiencies in and nonsensical theorising about what is offered by or planned for our schools.
    
    "One of the key deficiencies is in history. Fortunately, historians and others have been prepared to stand up for the study of Australian history as a non-negotiable necessity in schools. It should be taught in distinctive units at all stages of schooling and separated from the mishmash of other topics in which some so-called education experts want to subsume it. [emphasis added]
    
    "And if some people baulk at the argument that it should be compulsory in Years 11 and 12, they should ask themselves where else young people are to gain not only knowledge of how we came to be where we are but also the skills to interpret and draw conclusions from it.
    
    "It we want migrants to be informed participants in our democracy and valued contributors to our society, surely we should make every effort to ensure that similar ambitions for our young people are realised."
    
    
    
    
  • Teachers unqualified: survey
    by Bethany Hiatt (page 9)
    
    "More than a third of WA schools have unqualified teachers raking up to five classes a day in subjects such as maths, science and English, a survey of 25 per cent of Australian public high schools shows.
    
    "The worsening teacher shortage forced principals to appoint staff to teach subjects in which they were not qualified or to dump subjects, it said.
    
    "However, WA Education Minister Ljiljanna Ravlich was confident that teachers were well equipped to teach all subjects. [Such a "classic statement" by our Minister...     Web]
    
    "The survey by the Australian Secondary Principals Association last month found that teachers in 38 per cent of WA schools taking up to five maths classes a day did not have maths expertise. And 4 per cent of WA schools reported they had no specialist maths teacher available for between six and 10 classes a day.
    
    "Unqualified English teachers were taking between one and five classes a day in 36 per cent and 2 per cent did not have a specialist English teacher for up to 10 classes a day. In 34 per cent, no specialist science teacher was available for up to five classes a day.
    
    "Languages and technology were the most affected – 18 per cent of WA schools said they had dropped a language from subject choices and 12 per cent had dumped technology classes.
    
    "The association defined a teacher lacking subject expertise as one who had not studied that subject during training or did not pass it as second-year university level – such as maths teachers teaching science because they had studied first-year science.
    
    "Ms Ravlich said it was unavoidable that some schools had to employ teachers in areas outside their expertise because of remoteness or timetabling problems. However, she was confident that they were well equipped to teach other subjects. "All teachers are trained to teach," she said. "Our teachers are experienced and they're given professional support by the Education Department when they are teaching across subject areas." [Perhaps except young teachers who are NOT experienced, or do not get any meaningful support from the DET??   Web]
    
    "Association president Andrew Blair said data from the past four years showed the shortage was worsening.
    
    "WA Secondary Schools Executive Association president Alison Woodman said the survey surprised her but parents should not be concerned about teachers working outside their area. She would be more concerned about their teaching skills. "It's more desirable to have somebody that's fully qualified and a good teacher but if you're asking for one or the other, I'd always go for the good teacher," she said."
    
    Full story in The West Australian at http://www.thewest.com.au/default.aspx?MenuID=77&ContentID=1292
    
    
    
  • Pay fight looms in Catholic schools
    by Bethany Hiatt (page 36)
    
    "Teachers in Catholic schools have threatened industrial action after their employer dumped a pay offer on their union's doorstep without any warning or opportunity for negotiation.
    
    "The Independent Education Union, which represents teachers in Catholic schools, was expecting to start negotiating a new enterprise bargaining agreement next week because the current agreement expires on September 30.
    
    "The Catholic Education Office sent the union an offer matching the salary agreement which State school teachers accepted last week, giving it six working days past the end of the school holidays to accept the offer.
    
    "However, Catholic Education Office assistant director Terry Wilson said it made its offer as soon as it knew the exact terms of the Government's offer to State school teachers.
    
    "August 1 was set as the date for the EBA to be accepted because that was the date of the first pay increase under the Government's offer.
    
    "We have made an offer with exactly the same terms as the Government. We've asked the union to come to negotiations next Friday," he said.
    
    "We are offering to form a collective agreement in the State jurisdiction. They have to accept it by August 1 otherwise we don't have an agreement."
    
    "Under the deal made with the Education Department, State school teachers will receive up to 13.5 per cent over two years.
    
    "IEU secretary Theresa Howe said Catholic school teachers wanted an increase of 9.5 per cent in one year to put them at the same pay level as NSW teachers.
    
    "They also wanted to negotiate for smaller class sizes – which are generally much bigger than in State schools – and reduced workloads.
    
    "We want class sizes down to 28 students in primary school and in Catholic schools they are 32," Ms Howe said.
    
    "Given the angst we've seen over the past 12 months over the new (outcomes-based education) courses of study and in primary schools there's a new reporting procedure that was suddenly imposed last term, we believe that our members will be extremely angry that there will be no opportunity to negotiate around workload.
    
    "I'm sure our members will be taking industrial action."
    
    "Ms Howe said teachers would start by banning before-school and after-school activities but action could escalate to boycotting classes if the Catholic Education Office refused to negotiate." [emphasis added]
    
    Full story in The West Australian
    
    
    
    
• The Australian
  
  
  • Studies of blacks at elite school
    by Stuart Rintoul
    
    "One of Melbourne's most prestigious schools, Trinity Grammar, plans to introduce a compulsory study of Aboriginal history and culture into its curriculum.

    At a time when the Howard Government is pressuring government schools to return to teaching the basics of Australian history, the school has drafted plans for the subject to be taught to Year 8 from 2008, with the primary aim of raising "cultural awareness and knowledge".

    "A draft plan says that "as a member and participant of the Australian community, students need to develop an understanding and appreciation of the indigenous culture that preceded white occupation".

    "The unprecedented compulsory course would examine pre-colonial and post-colonial indigenous history and look at how indigenous people were portrayed. It would be additional to Australian history, which is compulsory at the school in Years 9 and 10.

    "Principal Rick Tudor said it was intended that every student at the school would at some stage do a consolidated unit of indigenous studies.

    "Asked why the school was introducing a compulsory indigenous unit, he said: "These kids here, when you look at where they will go later on, a lot will be lawyers, doctors, engineers, architects, teachers, a lot do commercial subjects ... and my hope would be that the decisions that they are making as professionals encompass their understanding of indigenous people.

    "My hope is that the right sort of decisions are made in terms of indigenous Australians and it is not just swept under the carpet, or pushed to one side as being too hard.

    "It is my hope that these kids will really embrace the bigger issues that come to them, that will be there in terms of indigenous people in Australia. Those issues will be with us for a long, long time and we've got to make sure we get the decision-making as right as we can.

    "There are a whole lot of things that happened in the past that maybe weren't ideal, but I really think there is a wave in Australia where young people are starting to - through the education system - embrace, and talk about the real issues that are going to confront us in the next 50 years in terms of indigenous people.

    "I think we are seeing the development of a wave throughout Australia, of awareness and the educational community now prepared to stand up and say we want this as part of our schooling for young people. I think it is a terrifically positive time..."

    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19848225-13881,00.html
    
    
    
  • Letters to the Editor
    
    
    • Plenty of facilitators happily facilitating
      
      "Sorry to hear about the specialist teacher shortage in the rest of the country ("Teachers with no training", 19/7), but there is no such shortage here in Western Australia. Under the constructivist/outcomes-based education model, classroom teachers are merely curriculum facilitators.

      "They are in the classroom to point the students in the right direction. The students then construct their own knowledge on the way to meeting vague educational outcomes. Therefore, we have no shortage of specialist teachers, just plenty of facilitators happily facilitating."
      
      Patrick F. Whalen, Newman, WA
      
      

    • "In attributing a great proportion of success in teaching to luck, Barrie Stephens (Letters, 19/7) has missed the point.

      "Just as in most professions, there are "horses for courses" in teaching . There are those skilled at teaching the disadvantaged, just as there are those skilled at drawing the best from the intellectually adept. In order to be a "good" or "successful" teacher, it is not necessary to be skilled at both ends of the spectrum.

      "It might be more difficult to succeed under a mediocre principal, but that merely highlights the success when others fail. Luck plays a role in the initial teacher placement, but just as cream invariably rises, a good teacher will find his or her niche. And should be rewarded for doing so."
      
      Paul Salmon, Albany, WA
      
      

    • "There has been much written about identifying and remunerating superior teachers, which would seem fairly uncontroversial to most of us, assuming that the process is based on realistic criteria. However, I have yet to see the debate taken a step further. Once the outstanding teachers are identified, who do they teach? Or, to put it another way, who gets to be taught by the second tranche of teachers?

      "Should the outstanding teachers teach the high achievers in the schools in the top ten table or should they be assigned to dysfunctional schools? In this litigious era, how long will it be before somebody sues an education department for providing their children with inferior teaching, based on the department's own teacher ratings?"
      
      David Markham, Latham, ACT

    Full Letters to The Editor in The Australian at http://www.theaustralian.news.com.au/index/0,,21223,00.html

    
    

• ABC News Online
  
  
  • Union rejects conditional bonus pay plan for teachers

    "The New South Wales Teachers Federation has rejected a proposal by the federal Education Minister Julie Bishop to reward high-achieving public school teachers based on students' results.

    "Ms Bishop is considering bonus pay for outstanding teachers.

    "Federation spokesman Angelo Gavrielatos says the idea is ill-informed and simplistic.

    "We have, for example, teachers teaching in special schools teaching children who are intellectually disabled for whom the achievement of mastering, if you like a timetable to allow those children in the future to get to work, is an incredible achievement," he said."
    

    Full story at ABC News Online at http://www.abc.net.au/news/newsitems/200607/s1690520.htm
    
    
    
  • Film and radio hoped to lure kids back to class

    "It is hoped a new program using film and radio editing to help educate youths in remote communities will bring some students back to school.

    "The $75,000 program will help youths from Ikuntji, Harts Range, Titjikala, Willowra and Nyirrpi in central Australia to make and edit films, as well as create radio programs showcasing their area.

    "Northern Territory Education Minister Syd Stirling says the concept should have wider benefits than just improving the student's ability to use the technology.

    "Our young Indigenous people from both Alice and remote communities are exhibiting a real affinity with info tech so [it is] a very powerful learning tool but also a way of re-engaging those people who may have dropped out of school along the way," he said."
    

    Full story at ABC News Online at http://www.abc.net.au/news/newsitems/200607/s1690613.htm
    
    
    
• The Sydney Morning Herald
  
  
  • Cash per child schooling plan attacked
    by Anna Patty Education Editor
    
    "A school voucher system would cost at least $5 billion more than present Federal Government funding, widen inequality among students and potentially lower average results, a study has found.

    "Its discussion paper, which evaluated school vouchers overseas, concluded that introducing the system here would give parents a greater choice of schools. But this benefit would be largely confined to those on middle and high incomes and outweighed by negative effects on educational achievement, equality of opportunity, social cohesion and social capital.

    "Andrew Macintosh and Deb Wilkinson, of the left-wing think tank the Australia Institute, argue in the paper that a voucher system for all students could lower average results and widen social inequality.

    "The positives of greater choice must be weighed against the financial costs and risks associated with voucher schemes," their report said.

    "Universal voucher schemes would direct more resources to wealthy private schools at the expense of public schools and poor private schools, thereby reducing the opportunities available to children from low socio-economic backgrounds.

    "The redistribution of students and resources under a voucher scheme could result in sink schools that offer services that are vastly inferior to those available in the rest of the school sector. Public schools could ultimately become nothing more than a safety net for those who cannot afford to send their children to private schools."

    "The report concluded that a system that would provide a voucher of $8675.80 for each primary school student and $11,072.50 for a secondary student would cost the Federal Government about $32 billion - $5 billion more than it spends now (based on 2002-03 figures).

    "Yesterday, the federal Education Minister, Julie Bishop, reinforced her support for a broader voucher system, which would give parents government funding for each child so the money could be spent on a public or private school of choice.

    "She has commissioned a study of a possible voucher system for students with disabilities, which would enable those in public schools to attend private schools and take their government funding with them.

    "Ms Bishop has given a favourable assessment of a national pilot program which offered $700 vouchers to parents of children who failed to meet year 3 reading benchmarks.

    "I am supportive of the principle of funding following students: for example, the reading tuition vouchers for students who have not met year 3 literacy benchmarks, which will be continued this year," she said.

    "A spokesman for Ms Bishop said the minister was keen to look at the broader application of a voucher system for all children..."
    
    Full story in The Sydney Morning Herald at link
    
    

  • Low birth rate to hit schools
    AAP

    "School populations will start to decline within two years as the falling birth rate makes an impact on enrolments, a report by the Independent Schools Council of Australia says.

    "The report, released yesterday, suggested public schools would be hit hardest by the drop in enrolments and would continue to lose students to the private sector.

    "It said enrolment growth in independent schools had already begun to slow, and the trend would increase competition between schools and between the public and private sectors.

    "Despite the forecast slump in the overall school population, the report said independent schools would still experience growth, albeit at slower rates.

    "The independent sector includes religious, community and non-denominational schools, grammar schools, special schools and some "independent Catholic" schools, but does not generally include the Catholic sector.

    "Growth in the independent schools sector will continue, but at a slower rate [until] 2010," the report says..."

    Full story in The Sydney Morning Herald at link
    
    

  • Four Letters to the Editor on "Policies to blame for the science brain drain" at link [scroll down a bit]
    
    
    
    
• The Washington Post
  
  
  • GOP Unveils School Voucher Plan
    $100 Million Proposal Targets Low-Income Students
    by Lois Romano, Washington Post Staff Writer
    

    "The Bush administration and Republican legislators yesterday proposed a $100 million national plan to offer low-income students private-school vouchers to escape low-performing public schools. The plan was immediately assailed by Democrats, unions and liberal advocacy groups.

    "The proposal comes four days after the independent research arm of the Department of Education issued a report showing that public schools are performing as well as or better than private schools, with the exception of eighth-grade reading, in which private schools excelled. The results prompted questions from foes of vouchers about why taxpayer money should go toward private schools instead of toward improving public schools.
    
    "The National Center for Education Statistics compared fourth- and eighth-grade reading and math scores from about 7,000 public schools and more than 530 private schools. Private-school students historically score higher, but the NCES made adjustments to account for student background -- such as socioeconomic factors and race -- which leveled the playing field.

    "The report also found that conservative Christian schools -- a constituency that supports vouchers -- lagged significantly behind public schools in eighth-grade math. The report supported similar findings from a University of Illinois study on math.

    "Education Secretary Margaret Spellings told reporters yesterday that she hadn't yet read the report and made references to the report's "modest sample." The report itself cautioned that because schools are all very different, overall comparisons of the two types of schools may be of "modest utility."

    "It was not an evaluation of how school vouchers, how scholarship programs, how additional resources work for low-income families trapped in chronically low-performing schools," she said. "I do see them as . . . apples and oranges issues..."
    
    Full story in The Washington Post at link [Requires free registration.]
    
    
    

• The Melbourne Age
  
  
  • Education vouchers 'to hit poor'
    by Adam Morton
    

    "Public schools would be reduced to a "safety net" for poor children under a controversial proposal that hands education funding directly to parents.

    "A report to be released today says a school voucher proposal — under which parents would spend their child's education funding on the public or private school of their choice — would cut opportunities for children from low socio-economic backgrounds.

    "The Federal Government last year introduced a pilot taxpayer-funded voucher system, offering struggling year 3 students $700 for one-on-one literacy tuition.

    "While Prime Minister John Howard has previously ruled out a voucher scheme for all students, Education Minister Julie Bishop this year backed the possibility of broadening the scheme into other areas.

    "Researchers Andrew Macintosh and Deb Wilkinson, from the left-leaning Australia Institute, found a universal scheme would direct funding to wealthy private schools at the expense of poor private schools and the public system.

    "The research found the most widely supported approach — a joint federal-state voucher replacing existing systems — would only maintain current revenue to government schools while boosting subsidies to Catholic and independent schools by 76 and 129 per cent respectively.

    "The result would be a greater proportion of the middle class being drawn to the cashed-up independent sector. "Public schools could ultimately become nothing more than a safety net for those who cannot afford to send their children to private schools," they found. "Moreover, vouchers could lead to greater sorting and segregation on the basis of race, religion, socio-economic status and academic ability."

    "A voucher system has been broadly supported by conservative groups, who argue it would be cost effective and promote competition, leading to improved teaching standards and student performance. Support for it extends into the tertiary sector, with Monash University vice-chancellor Richard Larkins among those to call for university fees and places to be deregulated and funding to go straight to students.

    "The Australia Institute report found no persuasive evidence that schoolchildren would receive a better education under a voucher program. Choice would increase, but mostly be confined to middle and high-income earners who could afford top-up fees. Schools that now have extra funding due to geography or speciality — those in rural and remote areas, and which cater for the hard-to-teach and disabled — would suffer.

    "But the institute found a voucher system for federal funding only, with existing state funding retained, could close the gap in facilities between the public and private sectors..."
    
    Full story in The Malbourne Age at link
    
    
    

  • Fat tests make children victims in war on weight, parents warn
    by Carolyn Webb and Misha Schubert
    

    "A Victorian parents' group says a new $3 million Federal Government-backed national nutrition survey could crush children with low self-esteem.

    "The project, reported in The Age yesterday, will involve 4000 Australian children being measured, weighed and interviewed in a bid to tackle the obesity epidemic.

    "Health Minister Tony Abbott Mr Abbott moved to reassure parents about privacy.

    "There will not be public weighings of people," he said. "The weighing and the measuring is going to take place in people's homes so no one is going to be put on display and made a spectacle of..."
    
    Full story in The Malbourne Age at link
    
    Similar story in The Adelaide Advertiser
    Editorial in The Adelaide Advertiser [scroll down a bit]
    Similar story in The Hobart Mercury
    
    
    

  • Editorial
    Bracks gets an 'F' for his school funding folly
    by Kenneth Davidson
    

    "It is clear that the Bracks Government is softening up public opinion for the introduction of private funding for government schools and TAFEs, as well as other public infrastructure — even though the Government has yet to show how this form of funding offers value for money to Victorian taxpayers.

    "Last week the authoritative industry newsletter on private financing of infrastructure, Thompson Financial Project Finance International, reported that the Government is developing in the Docklands the first TAFE college to be built as a public-private partnership.

    "The Government has already spent $15 million on the site, and expected project costs are in the $100 million to $150 million range.

    "According to Thompson, the Government is calling for tenders to present the business case for the project, which is being developed as a training campus for the automotive industry..."
    
    Full story in The Malbourne Age at link
    
    
    

• The Sydney Daily Telegraph
  
  
  • A lesson in rewarding teachers
    by Cheryl O'Connor of the Australian College of Educators

    "Rewarding great teachers: It's an issue that has generated a little heat, not least when a proposal for merit-based pay is couched in terms of teacher bonuses for student performances, which is the way Maralyn Parker put the proposal in these pages yesterday.

    "Trouble is, no one is seriously suggesting such a form of merit-based pay. The shame is that, for all the heat, the merit-based pay debate is yet to throw much light on one of the core propositions that underpin all professions: You pay for what you get.

    "It is, surely, self evident that we pay teachers because they merit such payment, which is why it's not at all controversial to say that the Australian College of Educators supports recognition in the form of payment for excellent teachers. It's somewhat more controversial, however, to say that the very best of our classroom teachers are indeed very much underpaid.

    "In professions and trades, there is abundant evidence that remuneration is usually commensurate with the skill and achievements of particular individuals. Yet it's precisely the matter of "individuals" that needs to be examined when it comes to rewarding highly talented and successful classroom teachers. Why?

    "Because great teachers rarely say their successful teaching is the result of their individual effort. Whatever the skills of particular teachers, they say, much of what occurs in classrooms depends to a considerable extent on the talents and professionalism of a team of people who teach students.

    "The most talented teachers are among the first to recognise this and many of our best hesitate to seek recognition for individual excellence, whether by way of seeking an award or financial reward.

    "It's an attitude with which the Australian College of Educators is all too familiar.

    "Some talented teachers who would like to take the bold step of seeking further recognition for their efforts can be thwarted by attitudes within their school. In some cases, they're thwarted by those in leadership roles.

    "Sometimes school leaders are less than supportive because they know there'll be an additional workload created by support requirements or because they'll be the one who has to manage the negative impact of singling out individuals in a school climate..."
    
    Full story in The Sydney Daily Telegraph at link
    
    
    

• The Launceston Examiner
  
  
  • Blueprint for TAFE future
    
    "A TAFE inquiry in Launceston today is taking evidence that could shape the education provider for a decade.

    "Inquiry chairman and education academic Peter Kell said funding and technology were two big issues facing the TAFE sector.

    "Associate Professor Peter Kell, from the faculty of education at the University of Wollongong, said Federal Government TAFE funding had decreased by 20 per cent since 1996, despite an increase in students.

    "The number of TAFE students has doubled since 1993 to almost 1.6 million this year.

    "Prof. Kell said another big issue was changing technology: jobs were becoming increasingly high tech and teaching had to reflect that, which was expensive.

    "The inquiry is being run by the Australian Education Union, which is holding public hearings nationally to collect evidence on issues facing the TAFE system to design a blueprint for the next decade..."
    
    Full story in The Launceston Examiner at http://www.examiner.com.au/story.asp?id=353102
    
    
    
    

Friday 21 July

• ABC News Online
  
  
  • New council to improve state-Commonwealth ties

    "State and territory leaders have announced the formation of a Council for the Australian Federation to be led by South Australian Premier Mike Rann.

    "Mr Rann says the council will become a clearing house for ideas and policy formulation.

    "I think Australians are sick and tired of the blame game between the Federal Government and the states," he said.

    "So this is about not beating up on the Federal Government, but actually about a further improvement to our federation by rejuvenating and reinvigorating the states."

    "Queensland Premier Peter Beattie says the council will look at cross-jurisdictional issues and improve information sharing among the states.

    "Mr Beattie says it should help improve relations between the states and the Commonwealth.

    "This enables better state coordination in our position with the Commonwealth," he said.

    "I think it'll lead to better cooperative federalism and with the overlaps in education and health, then we're keen to resolve those as well."

    "Treasurer Peter Costello has recently criticised the federation system, calling for greater Commonwealth control over areas like ports.

    "However, the state leaders have rejected his criticisms.

    "The council will meet up to three times a year."
    

    Full story at ABC News Online at http://www.abc.net.au/news/newsitems/200607/s1693037.htm
    
    
    
  • Program aims to get country kids talking about depression

    "A new program tackling depression in country schools is trying to encourage students and teachers to be more open about mental illness.

    "The beyondblue program comes as new research shows depression and suicide are the two biggest concerns for country kids.

    "And while students are most likely to turn to their families and friends for support, it is hoped they will also open up to their teachers.

    "Queensland school counsellor Gary Quinn says students at his school are becoming more willing to talk about depression.

    "Most students, once they start doing something to say 'hey help me', they really do want some help," he said.

    "I notice with kids, a lot of it is family conflict and not feeling good about themselves, self doubt is a common thing, so we can teach them to change those thoughts and if we do that earlier I'm sure it would be just like reading, the earlier you do it the easier it is."
    

    Full story at ABC News Online at http://www.abc.net.au/news/newsitems/200607/s1693192.htm
    
    
    
  • Parents want kids in white-collar jobs: survey

    "A survey published by the NRMA says suggests most ACT parents want their children to enter a white-collar profession over a trade.

    "The finding comes at a time when some industries are struggling to attract employees for apprenticeships and traineeships.

    "NRMA Insurance spokesman Steve Beatty says it is a worrying message for industries such as smash repairs.

    "Big difference between the oversupply of businesses and under-supply of qualified tradesmen in the industry," he said.

    "If you use the old supply and demand theory that's exactly what would happen - it would eventually look at pushing up the cost of repairs and that's something we certainly would not to see happen for our customers."
    

    Full story at ABC News Online at http://www.abc.net.au/news/newsitems/200607/s1693405.htm
    
    
    
    
• The West Australian
  
  
• Editorial
  Don't let food zealots rule school canteen
  
  "This time Education Minister Ljiljanna Ravlich has got it right.
  
  "She made the point that healthy eating doesn't mean throwing out everything that children enjoy.
  
  "Certainly, school canteens must provide nutritious food to help keep children healthy and encourage them to develop good eating habits.
  
  "But the health food zealots must not be allowed to impose extreme restrictions, under which the occasional treat would be outlawed."
  
  [And that's the extent of the "education news" in today's West.    Web]
  
  
  
• The Australian
  
  
  • Private school funds growing much faster
    by Justine Ferrari, Education writer
    
    "Government funding for independent and Catholic schools is growing at three times the rate of spending on public schools.

    "The report on Australia's social trends shows that funding for non-government schools rose an average 6per cent a year between 1999 and 2004 while government school funding rose only 2per cent a year in that time.

    "The funding increase follows a surge in students attending independent schools and an expansion of the sector.

    "Over the past decade, independent schools enrolled 45per cent more students, about 135,300 students, and the number of independent schools increased by 20per cent.

    "In the same period, Catholic schools enrolled 11per cent or 65,200 more students, while the number of students attending a government school rose 2per cent, about 38,200 students.

    "But government school students still receive almost twice the amount of public monies, about $10,000 a student on average compared with $5600 for students at non-government schools.

    "The Australian Bureau of Statistics report also notes there has been an improvement in the academic performance of indigenous students, although they still fall well behind other students.

    "The gap between the proportion of indigenous students and all Australian students achieving national benchmarks in literacy and numeracy has narrowed in recent years.

    "Between 2001 and 2004, the gap between the number of indigenous students in Year 7 reaching the reading benchmark and all students had fallen from 28percentage points to 20 points.

    "For the numeracy benchmark, the difference in the number of indigenous and all Australian students reaching the benchmark had fallen three percentage points to 30 percentage points.

    "In 2004, 71 per cent of Year 7 indigenous students reached the reading benchmark, compared with 60 per cent in 2001, while the proportion reaching the numeracy benchmark remained steady at 50 per cent.

    "Despite the improvements, indigenous students still lag well behind other students, with more then nine in 10 Year 7 students reaching the reading benchmark and more than eight in 10 reaching the numeracy benchmark."

    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19859351-13881,00.html
    
    
    
  • Op Ed: History never retreats
    Mervyn Bendle laments that new university students lack basic history knowledge
    
    "An Australian historian once said: "When people act in the present, they look on the past in creating the future." And indeed identity - personal, national, cultural, and religious - is one of the key dynamics shaping global politics, and a sense of identity arises from history.

    "As a nation, we simply cannot afford the luxury of wallowing in the sludge of self-imposed confusion, doubt, guilt and apologetics. Neither should we continue to entertain the postmodernist fallacy that the time of grand narratives has passed and that we are somehow liberated if we have no sense of who we are, where we come from, what we stand for and where we are seeking to go as a nation.

    "As a young teacher recently said to me: "The process of stripping away the legitimacy of all major social institutions seems almost complete. Students have been trained to distrust any claim to knowledge or authority. They've been trained to think that being left in ignorance is some form of liberation from oppressive forces. It's not as if it's some sort of conspiracy, it's just the way the system works."

    "Which is why the federal Government's sponsorship of the history summit on August 17 in Canberra is such a good idea. Not only is a comprehensive knowledge of history essential for a sense of national identity, it is also essential for students seeking a broad education.

    "Many first-year university students are frustrated and even angry when they realise they have been cheated at school and denied the essential knowledge they need to comprehend the world. They resent not knowing about important historical events such as the Reformation, the Enlightenment, and the industrial, scientific and communication revolutions.

    "Much of the debate focuses on Australian history and this is understandable given the appalling state into which it has degenerated. As it stands, school students are exposed to many loosely related themes and fragments of their national history, and they are likely to arrive at university with some basic knowledge of a range of fairly obvious themes: Aboriginal history, convicts, gold discoveries, Gallipoli, the role of women, immigration and so on.

    "Regrettably, this knowledge is loosely integrated and presented within a moralising framework, so students know only too well how they are expected to morally evaluate such themes, what they should and shouldn't say or think about them, and what opinions they are expected to have and can safely express.

    "So it's ironic that the debate is characterised by the claim that schools are teaching critical thinking. This is so obviously not the case. Students are so pressured and constrained under the present system that they focus not on the development of critical skills but simply on finding out exactly what they have to study, do, write and think to pass the various assessment tasks with the best possible mark.

    "This process is deadening and it is carried over into university.

    "A few years ago I lectured about 400 first-year education students, most fresh from secondary school. One tutor came up to me and complained: "The students like the way you present so many different views on these topics, but what they really want to know is which opinion they should have."

    "So much for critical thinking..."
    
    Mervyn Bendle is a senior lecturer in history and communication at James Cook University in Townsville.
    
    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19856243-12332,00.html
    
    
    

  • ALP to put uni quality on trial
    by Steve Lewis, Chief political correspondent
    
    "Universities and technical colleges could be "named and shamed" or have course enrolments frozen if they fail to meet quality benchmarks, under a radical shift in Labor's higher education policy.

    "In a determined pitch to broaden Labor's appeal, Kim Beazley will today unveil a new funding model to allow universities to pump more public money into high-demand courses.

    "This means sandstone universities, such as Sydney and Melbourne, will be free to boost places in medicine or law while regional campuses could bolster agriculture or teaching.

    "Seeking to place higher education at the core of its election message, Labor will also guarantee to increase core university funding.

    "Improving the quality of all higher education institutions is central to Labor policy, to be unveiled in Sydney by Mr Beazley and Opposition Deputy Leader Jenny Macklin.

    "A new higher education quality agency will be given robust powers to assess the standards of all courses, delivered by public and private institutions.

    "It will monitor all providers operating in Australia, including public universities, TAFE institutions, overseas universities, private providers and public-private partnerships.

    "Universities or TAFE colleges that fail to meet a minimum benchmark will be required to make changes to the particular course to lift it up to a national standard. But the agency will also have a range of punitive powers, including the capacity to freeze student enrolments..."
    
    Full story in The Australian at http://www.theaustralian.news.com.au/story/0,20867,19859886-12332,00.html
    
    
    

• The Melbourne Age
  
  
  • ALP to cut full-fee places
    by David Rood

    "Labor has promised to abolish full-fee university places for Australian students, a move that could put it in conflict with universities over funding.

    "In an overhaul of its higher education policy before next year's federal election, Labor for the first time has offered to compensate universities for scrapping the places, a cost estimated at up to $2 billion.

    "But with the number of local students willing to pay for their degrees growing rapidly, the level of compensation offered potentially places the Labor Party on a collision course with vice-chancellors.

    "A Labor higher education discussion paper, to be released today, argues that the fee-paying places are "fundamentally unfair" as better-off students can gain places denied to those with higher marks.

    "It has the potential for higher education to become a mechanism for reproducing social stratification, in contrast to its longstanding role in Australia as a means of upward social mobility," the paper states.

    "Labor took the policy of dumping the local full-fee places to the 2004 election, saying it would fund the idea by increasing university funding..."
    
    Full story in The Melbourne Age at link
    
    
    

  • Kids beat reporters: Costello
    by Michelle Grattan
    

    "Peter Costello found himself having to explain why he wants to be PM, and what he would change if he was, when he exposed himself to questions from Brisbane school students yesterday.

    "In my experience high school students are generally more searching than the Canberra press gallery," the Treasurer said as he faced a radio audience from Cleveland High School..."
    
    Full story in The Melbourne Age at link
    
    

• The Sydney Morning Herald
  
  
  • Letters to the Editor
    
    
    • Scientists need nurturing beyond the schoolroom

      "I read with pleasure that the Government has strategies to stimulate the recruitment of young people into science and engineering, but I would say to Julie Bishop, these are not enough ("Where have all the scientists gone?", July 19).

      "While engaging young people in science during their school years is imperative, there are two other levels where young scientists can be encouraged.

      "When a student finishes a three-year undergraduate science degree, the next step to becoming a scientist is to study for honours. The honours year is the first time that a student becomes fully involved in scientific research.

      "Honours students require enthusiastic undergraduate teachers who are actively involved in research. It is unlikely that a leading researcher who comes in for the occasional guest lecture is going to be seen as an accessible mentor to the undergraduate.

      "Research costs money. A simple project in molecular biology can cost about $12,000-$15,000 in consumables (let alone the infrastructure costs). In my experience, required levels of support have not been provided by universities to researchers for educating honours students; rather, they are funded out of competitive research grants. Academics with heavy teaching loads who are likely to attract honours students have to compete against full-time researchers for research funds.

      "In the corporate universities of today, where staff numbers are diminishing and teaching loads and administration are ever increasing, it is becoming more and more difficult for teaching academics to maintain research programs suitable for honours research education.

      "So I would suggest to the minister: what about earmarking part of university funding for direct support of the research costs of honours students?

      "The second level at which life for a budding scientist becomes difficult is when a doctoral thesis has been submitted. At this time, scholarship stipends stop. The candidate waiting to have the thesis examined and approved is in limbo. There is no income unless the laboratory in which the work was carried out has surplus funds available.

      "Why couldn't a candidate who has submitted a thesis be eligible for six months of salary support so there is time to complete a project, write up papers for publication and apply for postdoctoral positions? The assumption seems to be that somehow students should be able to manage this financial hiatus independently."

      Eugenie R. Lumbers, Scientia, Professor Emeritus, Kippaxs

    Complete Letters to the Editor in The Sydney Morning Herald at http://www.smh.com.au/letters/
    
    

• The Hobart Mercury
  
  
  • Education officials voice concerns over plan to weigh children

    "Measuring and weighing children for a nationwide survey aimed at reducing childhood obesity has raised concerns in Tasmania.

    "Education Minister David Bartlett, joins Health Minister Lara Giddings and State School Parents and Friends president Jenny Branch, who are against a plan that labels young children as being overweight.

    "We have a comprehensive suite of programs across our schools and I believe that if we are going to tackle the obesity problem in Tasmania and across Australia it begins at home," he said.

    "Schools are just a reflection of the wider society and while I do believe that through schools we need to provide education, healthy choices within our canteens and fitness programs, I am a bit concerned about a program that looks at weighing and measuring because of the dangers that it can cause.

    "I have no problem with programs that are evidence based, that we research and base our programs on good hard data, but I have concerns for kids that can be labelled for life through if these sorts of programs aren't constructed very carefully..."
    
    Full story in The Hobart Mercury at link

   

Saturday – Sunday, 22 – 23 July

• The Sunday Melbourne Age
  
  
  • Boomers' exit a principal blow to schools
    by Deborah Gough

    "More than one-third of Australian school principals and more than half of deputy principals are planning an imminent retirement.

    "The baby-boomer exodus would leave a yawning gap in expertise and leadership in Victorian schools, Australian Secondary Principals Association president Andrew Blair warned.

    A survey of 386 schools nationally showed 130 principals and 190 deputy principals planned to retire in the next five years. Victoria made up one-third of the figures.

    "Mr Blair described the situation as dire, with few candidates applying for vacant positions.

    "He said teacher retirements in Victoria would peak this year, with 1600 eligible to leave.

    "The difficult nature of a principal's job was putting off applicants, he said.

    "I think that at the moment people are not doing it because they see it as a hard to daunting to impossible job."

    Mr Blair said teachers aspiring to become principals needed structured and technical training.

    "Programs needed to deal with budget reading, occupational health and safety requirements and building maintenance.

    "There are mentoring programs but there is no structured program in place . . that will guarantee they are on top of the technical aspects of the job," Mr Blair said.

    "The survey also found that retired baby-boomer teachers were not putting their hands up to cover the dire shortage in relief teachers.

    "Principals surveyed said they found it very difficult to impossible to find relief teachers to cover permanent staff who were sick or on leave.

    "The fields in which it was most difficult included languages, science, maths, technology, information and communication technology and special needs.

    "We have been unable to find teachers with expertise in learning support/learning difficulties for three years," one principal said.

    "There is an increasing need for this expertise due to increasing number of students coming into secondary school with poor literacy/numeracy skills."

    "Mr Blair said many retiring school teachers and principals did not want to re-enter the classroom, even on a relief basis, after spending three decades in the system.

    "They want a bit of a break, and not a lot of people want to go back into school after that period of time," he said.

    "Many are doing things outside of teaching on a part-time basis. I am not surprised that they don't want to do it.

    "Kids are getting harder to deal with. As a 55 or 56-year-old many of them don't want to be bothered with 15-year-olds who come with bundles of attitude."

    "Licardo Prince, a spokesman for Education Minister Lynne Kosky, said the State Government was tackling the teacher shortfall and leadership issue, with $11.6 million allocated in the state budget to build leadership capacity."

    Full story in The Melbourne Age at link
    
    
    
  • Call for knife checks at schools
    by Jason Dowling
    
    "Schools would be given tough powers to search school bags and student lockers to combat the problem of knives under a Liberal government.

    "Opposition education spokesman Martin Dixon said safety at school would be a key feature of the Liberal Party's education policy, to be released in the lead-up to the November state election.

    "Mr Dixon said he could also see a time when metal detectors would be required at some schools.

    "The safety of the students and teachers has to take priority over the privacy or the rights of an individual who might be carrying a knife," Mr Dixon said. He said automatic suspension or expulsion would also be considered..."
    
    Full story in The Melbourne Age at link
    
    

  • Op Ed
    Beyond the history wars
    Federal politics
    by Michelle Grattan
    

    "Does your child know when James Cook sailed up the Australian coast? That's what Education Minister Julie Bishop is asking kids she meets. Hardly any have the answer, which is confirming the Government's view that Australian history has gone missing in our schools.

    Governments like to call "summits" on every damn thing. Still, the August 17 one-day Australian History Summit might at first blush seem an odd enterprise. Not, however, if you are John Howard and your agenda includes fixing how Australia teaches its story.

    It mightn't match his industrial relations obsession, but Howard has been preoccupied with history teaching, which he sees as part of the "history wars", for a long time. (Remember, Janette Howard is a former history teacher.)

    Howard's most recent Australia Day speech urged "root and branch renewal". For many years, he said, fewer than a quarter of senior secondary students had taken a history subject, and only "a fraction" of those took Australian history.

    And "too often, it is taught without any sense of structured narrative, replaced by a fragmented stew of themes and issues". As well, history had "succumbed to a postmodern culture of relativism where any objective record of achievement is questioned or repudiated"...

    Full story in The Melbourne Age at link


© The Sunday Melbourne Age



• The Sunday Hobart Mercury
  

• Beefing up the weight debate
  by Genevieve Read

  "Tune in to Honey, We're Killing The Kids! and most parents will guiltily confess to letting their children's wants take over their waistlines.
  
  "The reality TV show painfully exposes the battle parents face in getting their children to eat healthily and drag themselves away from television and computer screens.

  "While striking a chord with viewers in Tasmania, where one in five children is overweight and one in 10 obese, health experts are slamming the show as guilt-inducing shock tactics that will do more harm than good.

  "There's not a thread of evidence to show that these programs change behaviours in the long term," Hobart psychologist Harry Stanton said.

  "Making parents feel guilt and singling out children as obese and overweight will make the problem worse, not better."

  "He said boosting self-esteem and self-discipline -- in parents and children -- was the only answer in fighting childhood obesity.

  "You'll always achieve far better results if you consistently praise good behaviour. A child will always be able to tackle a problem when they believe that they can."

  "Adding fuel to the weight debate this week was Federal Health Minister Tony Abbott's announcement of a $3 million nationwide study that could see children weighed at school..."

  Full story in the Sunday Hobart Mercury at http://www.news.com.au/mercury/story/0,22884,19879212-3462,00.html
  
  
  
  
• The Sunday Brisbane Mail
  
  
  • School's scandal link to TV
    by David Murray

    "Big Brother has been linked to a school sex scandal in which two boys "turkey slapped" and exposed themselves to up to 10 girls.

    "The father of one victim says behaviour on the reality television show may have contributed to the incident..."
    
    Full story in The Sunday Brisbane Mail at link
    
    

  • Music video anger
    by Lucie Carne and Sarah Blake

    "Women in dog collars, make-believe pimps and prostitutes . . . welcome to children's breakfast television in Australia.

    "Despite being shown in the supposedly stringent G-classified timeslot of 6am-10am Saturday and Sunday, Australian music video programs are feeding their young viewers a barrage of offensive material.

    "A loophole in the classification system means degrading and sexist music video clips are approved as suitable viewing for children without adult supervision..."
    
    Full story in The Sunday Brisbane Mail at link
    
    

  • Editorial
    Parent watch

    "There is a terrible irony in the fact that the parents who care enough to deliver their children to school are often the very same ones who put them in danger.

    "Some are guilty of double and triple parking, ignoring crossings, irresponsible speeding, impatience and a general lack of consideration.

    "They care for nothing but their own convenience and ignore the rights and safety of others.

    "Add to that horrible mix drivers on other errands for whom school speed limits are sometimes meaningless, and we have a potentially fatal outcome.

    "Little wonder roads and footpaths outside schools have been called death zones..."

    Full editorial in The Sunday Brisbane Mail at link
    
    

• PerthNow / Sunday Times online
  
  
  • Help for "financially illiterate" students
    
    School of thought: Free info kits for students (page 62)
    by Noel Whittaker
    
    Following an example of how young people get into a spiral of increasing debt, and massive interest payments, due to a lack of understanding of the financial commitments being made, the author notes:
    
    "... a non-profit organisation called the Financial Basics Foundation has been established to help young Australians leaving the secondary education system to become financially literate.
    
    "With the help of educators, the foundation has produced comprehensive material that includes a 10-module teaching resource covering such topics as mobile phones, budgeting, insurance, borrowing, taxation, banking, saving and investing for the future.
    
    "Additional modules planned in the coming months include scam awareness and entrepreneurship.
    
    "The foundation is also developing an online game that will teach young people financial skills in a more interesting and engaging way.
    
    "The goal of the foundation is to have this in every high school in Australia. Already, more than 780 high schools, which represent about 20 per cent of the total, have registered to receive a free copy.
    
    "The material is available to schools – all they have to do is complete registration details at http://www.financialbasics.org.au/ or call their office on (03) 9610 4919..."
    
    Full story in The Sunday Times
    
    
    
  • Caught Out: Eric and Ljil on a Different Tack (page 15)
    
    "The ignominy for Tony Blair and George Bush being caught out by a "live" microphone during a G8 lunch has led to a rash to other, previously unpublished transcripts of important people chatting candidly before an unnoticed listening device. Like this one between Eric Ripper and his partner Ljiljanna Ravlich...
    
    

    Eric: What have you got there? Ljil: An RSVP from the CEO of the OBE. Eric: Better get to it ASAP. Ljil: Yeah. Why do they use all those letters? Eric: Acronyms. Ljil: No, Paul Albert. Eric: No, the initials. Ljil: Ah, PA, I think. Eric: Like my budget, you know, per annum. Ljil: No, no numbers, no rankings for the kids, darl. Eric: Do you reckon they're dumber? Ljil: Nah, no way. Some of 'em are smart as a bell. Eric: You mean as a tack, don't you? Ljil: No tacks, Ecca, ya got a one-track mind. Eric: Well, least we're on the same level. Ljil: Why has that pepper grinder got a red light on it? Eric: Dunno, I got it from Brian's old office.

     

  • Parent time cut for kids (page 16)
    by Louise Pemble
    
    "Working parents spend only 19 minutes a day with their children, a study has found.
    
    "Britain's Office for National Statistics asked nearly 4950 people how they spend their day and found that parents who worked full-time spent an average of just 19 minutes daily caring for their children.
    
    "Another 16 minutes was spent looking after children as a secondary activity, but this meant doing something else, like grocery shopping, at the same time.
    
    "The findings cams in a week when the Australian Bureau of Statistics revealed that West Australians were working the longest hours in the country..."
    
    Full story in The Sunday Times
    
    
    
  • Depressed – as young as 8 (page 13)
    by Louise Pemble

    "Children as young as eight are suffering depression. Perth researchers say children in Years 4 and 5 have clinical symptoms of depression.

    "A depression-prevention program was recently run in four Perth primary schools to tackle the problem and build better mental health.

    "It shows children improve if given coping and problem-solving skills.

    "Curtin University clinical psychologist Rosie Rooney said the incidence of depression in children aged four to 12 was 4.1 per cent for boys and 2.9 per cent for girls..."
    
    Full story in The Sunday TImes / PerthNow at http://www.news.com.au/perthnow/story/0,21598,19876551-2761,00.html
    
    
    

• The West Australian
  
  
  • Beazley pledge to cut up-front university fees
    by Ben Ruse, Canberra
    
    "WA universities could specialise in mining or other disciplines under a Labor white paper on education released yesterday.
    
    "The paper repeats Labor's promise to abolish up-front fees for Australian citizens at public universities and says a Labor Government would also pay off some of the HECS debts of graduates who went into areas of shortage.
    
    "Universities can currently offer full-fee places equivalent to half the number of Government-funded places in any course.
    
    "However, the demand for full-fee places has not been high at WA universities.
    
    "Labor leader Kim Beazley said that John Howard's decade in office had seen a decline in investment in universities and TAFEs and Labor would turn around this lack of investment.
    
    "He said that Labor would abandon the one-size-fits-all approach to university funding and allow universities to concentrate on their strengths.
    
    "Demand for university places has dropped in recent years and Mr Beazley said that the HECS debts graduates faced when they entered the workforce were a prime reason.
    
    "He said that Labor could reduce HECS costs for science and engineering degrees and could also reduce it for graduates in key occupations who went to areas of shortage, like doctors and nurses who worked in rural areas. [Also maths and science teachers, according to other reports.   Web]
    
    "Labor would also establish a Higher Education Quality Agency to monitor standards at universities.
    
    "The new body would have power to order universities to change courses that are sub-standard or to shut them down."
    
    Similar stories in The Australian, The Sydney Morning Herald and The Melbourne Age
    
    
    
    
• The Weekend Australian
  
  
  • It's all depths and deconstruction
    
    The impenetrable language describing the English syllabus in four Australian states is taking away the beauty and moral value of literature, argues Kevin Donnelly
    
    "Those familiar with the controversy surrounding the way NSW senior school English students are forced to analyse literary works such as Shakespeare's Othello and Tim Winton's Cloudstreet from Marxist, gender, postmodern and class perspectives may be forgiven for thinking that the effect of such a politicised view of English is restricted to that state.

    "Such is not the case. Across Australia, the traditional approach to literature - based on teaching students to read with sensitivity and discrimination and to value the aesthetic and ethical value of the classics - has been reduced to a stale and empty analysis based on what the cultural Left defines as politically correct.

    "In Queensland, students are asked to "examine the gaps and the silences in a text which admit other, marginal readings; for example, the contradictory attitudes to the working class in Charles Dickens's Hard Times or in Kenneth Branagh's film of Henry V" and to deconstruct Shakespeare's Macbeth "to foreground a number of Jacobean ideologies that are naturalised in the text; for example, patriarchal concerns with order and gender".

    "Queensland students, when reading a novel by D.H. Lawrence, are also asked to critique "the operation of binary oppositions that privilege a particular version of masculinity" and to produce "an eco-critical reading of a selection of the poetry of either William Wordsworth or Les Murray".

    "In addition to the jargon - gaps and silences, deconstruct, binary oppositions and eco-critical - there is also the fear that students' love of literature is being destroyed as they are forced to mimic dense and difficult theoretical perspectives more suited to postgraduate study than years 11 and 12.

    "Similar to NSW, the West Australian English curriculum asks students to respond to texts "using different theoretical frameworks (Marxist, post-colonial, feminist, psychoanalytic)" and to "check for consistency, contradiction and privileging of some ideas over others".

    "While emphasising the need for a close reading of literature, the Victorian senior school Literature Study Design argues that how one defines literature is subjective and states that students must respond to texts using a number of perspectives including "Marxist, feminist, psychoanalytical, reader-response, deconstructionist, postmodern".

    "The South Australian Curriculum, Standards and Accountability Framework English document also adopts a politicised view of English, one where "students learn that language transmits cultural perspectives, including gender, ethnicity and class; and who or what is or is not important" and where being literate "involves an understanding of the past, present and possible future relations between language, power and society". Instead of valuing literature for its own sake, the belief is that language is about power relationships and, as a result, one of the key aims of English is to develop in all students, "a knowledge of a broad range of texts and the capability to critically analyse these texts in relation to personal experience, the experiences of local and global communities, and the social constructs of advantage/disadvantage in order to imagine more just futures".

    "Not to be outdone, the Queensland years 1 to 10 English syllabus says "a sociocultural-critical model of language underpins this English curriculum" and, as a result, students must be taught to analyse texts in terms of how more dominant groups in society use texts to silence and marginalise others.

    "The Queensland English Extension (Literature) Senior Syllabus provides one of the more egregious examples of how literature has been subverted when it announces that present radical approaches to literature "have called into question historical notions that literature is a corpus of highly regarded texts".

    "In opposition to placing the author centre-stage, believing that literary texts have something lasting and profound to say about human nature and that words have an agreed meaning, the Queensland syllabus designers put forward four different models of literary response: author-centred, text-centred, reader-centred and world-context-centred.

    "In opposition to the more traditional approach, contemporary theories undermine the significance of the author on the basis that "the relationship between reader and author has now shifted, and the concept of authorial authority limits and delegitimises readers' interpretations". As literary texts are socio-cultural constructs, the argument is also put that what literature has to say represents the "views of groups in society that had the greatest influence".

    "The Queensland syllabus, when outlining the text-centred model, acknowledges the influence of deconstruction and post-structionalism and the belief that texts, instead of being coherent or unified, are full of "incoherences, contradictions and disunities". The task of the reader is to analyse the text in terms of "gaps, silences and contradictions".

    "Building on what is known as reader-response theory, the syllabus writers also argue that texts are not "stable, solid works with one determined reading", as individual readers bring their unique and highly personal character and background to the reading transaction.

    "In arguing that "multiple readings or meanings can be generated from the same text because of what each reader brings to the text", the emphasis is not on what the author intends to say or what the literary work is attempting to communicate but on the role of the individual reader in interpreting the work and giving it life.

    "The fourth model is the most politicised as it focuses on a Marxist and a feminist analysis of texts, based on the question: "Whose interests are served by representations of the world in texts?"

    "More recent versions include post-Marxist, post-colonial and contemporary feminist perspectives, all of which are based on the assumption that "texts play their part in upholding or challenging prevailing world views and compete with one another to persuade readers to accept the versions on offer. Readers may negotiate with or resist the ideologies and discourses of texts and use them strategically for their own purpose."

    "All texts are inherently political, so the argument goes, and readers are urged to read "against the grain" and to expose the ideological assumptions and beliefs inherent in a text and explain why certain voices and world views are privileged over others. Taken together, the four approaches explode the more traditional model of literature. The focus is no longer on reading with discrimination and understanding, valuing the aesthetic and moral value of literature or appreciating what literature can tell us about those existential challenges that define who and what we are.

    "As such, great literary works such as Macbeth, the poetry of Wordsworth and novels such as Hard Times are reduced to simply being one text among many and deconstructed as cultural artefacts."

    Kevin Donnelly is director of Melbourne-based Education Strategies.
    
    Full story in The Weekend Australian at http://www.theaustralian.news.com.au/story/0,20867,19864811-13881,00.html
    
    
    

  • Op Ed
    Let history be the judge
    by Christopher Pearson
    
    "The past week has seen what looks likely to prove a turning point in the debate over history teaching in Australia. Both the Prime Minister and federal Education Minister Julie Bishop have joined the fray.

    "Bishop has announced an Australian history summit, to take place in Canberra on August 17, and, in a coup, announced that Bob Carr, the scholarly former Labor premier of NSW, will be a leading participant. For some long-term combatants in the culture wars, it's a belated development, something that should have been undertaken in 1996 when the Howard Government first won office.

    "However, I suppose it's at least arguable that, in the era of rampant political correctness, any attempt by federal politicians to reform the curriculums of the states would only have provoked a counterproductive turf war. As it is, the Australian Education Union responded to Howard's call for a renaissance in the teaching of history as an example of how he "holds democracy in contempt" and Kim Beazley dismissed the concern with history's place in the curriculum as "an elite preoccupation". The union is, of course, accusing the Prime Minister of using history in an instrumentalist fashion to advocate his party's ideology, something he strenuously and plausibly denies but something of which the union itself has often been guilty. Beazley is just trying to ingratiate himself with the AEU by pretending to be anti-intellectual.

    "Happily, Carr and NSW Education Minister Carmel Tebbutt have a more elevated view of the uses of history and of education in general. As with Howard and Bishop, they see an informed awareness of Australia's past as a cornerstone of full civic participation and a democratic birthright. For the first time in a long while, there's an emerging consensus that the study of history is not a means of reinforcing an orthodoxy - of the Left, the Right or the notional Centre - but of enabling people armed with the basic facts to go out in search of more information and analysis to reach their own conclusions.

    "Carr, doyen of the Labor Right's Chester Arthur Society and an avid reader of US history, rebuked Beazley for his "elite preoccupation" line with a rejoinder to the effect that, even in the calculus of partisan advantage, it was a sort-sighted view of matters. "I think Labor people, even more than the conservatives, should see the importance of students understanding their own national story."

    "So far the argument has mostly been couched in terms of civic awareness and education geared to the needs of a modern participatory democracy. It's a necessary corrective to the sorts of amorphous social studies programs that have left the rising generation without much of a clue about bicameral legislatures, the states, federation, the separation of powers, the role of the High Court, plebiscites and referendums. Before 1970 those were basic things everyone learned about by the end of primary school. It's plainly in the public interest as well as the interests of the political class that they're put firmly back on the curriculum, in a historical context that helps to explain their raison d'etre and evolution. [emphasis added]

    "The same is true of the wider Australian story since 1788, with due acknowledgment of traditional Aboriginal society and what Henry Reynolds calls "the other side of the frontier". It's a heartening sign of the times that the best and brightest within the ALP have become as appalled by dumbed-down, ideologically driven social studies as everyone else, apart from the teachers unions.

    "Bishop put the middle ground position quite well when she said: "In my view there is no one, single Australian historical narrative and I have no intention of creating an official history. But there is a commonly accepted body of dates and facts and events and historical figures that every Australian child should know as part of their schooling."

    "One of the useful things the history summit could aim for is to articulate a consensus on what they see as the irreducible core of the facts that belong in the national curriculum.

    "I hope they'll bear in mind the adage: "What does he know of England, who only England knows?" For it is only by international and cross-cultural comparisons that students can hope to get a feel for what is distinctive and in any way remarkable about the Australian version of civilisation. It is only through history that we can hope to escape from parochialism or chauvinism on the one hand and, on the other, the cultural cringe that was once its omnipresent doppelganger.

    "If the summit decides to recommend some compulsory modules of study, may I suggest one that never featured during the late 1950s and the '60s, when I was at school? Gallipoli will probably always be in fashion, but there's much to be said for a long, hard look at 1918 and the story of John Monash...."

    "When the summit gets under way, its main task will in all likelihood be to sort out a via media on the content of a national history curriculum. Let us hope the participants devote some of their attention to a syllabus that spurs in young minds the development of a speculative attitude towards the seeming certainties of the times, the faculty of historical imagination."
    
    Full story in The Weekend Australian at http://www.theaustralian.news.com.au/story/0,20867,19865386-7583,00.html
    
    
    

  • Letter to the Editor
    
    
    • Take history beyond schools
      
      "Like Mervyn Bendle ("History never retreats", Opinion, 21/7), I too applaud the federal Government's initiative to address the poor knowledge of our history. However, Mr Bendle also repeats the Government's mistake of focusing exclusively on the teaching of history in schools.

      "If Australians are to care more about their history, draw lessons from it and be inspired by it, we will need to look beyond just the school curriculum. This is especially the case when at the same time we are turning to schools to produce more scientists and mathematicians, address the obesity epidemic, imbibe cultural values and prepare students for trades.

      "Instead, we need to consider a range of initiatives that might include ways to improve access to museums and galleries, particularly for people in regional areas, better funding for the production of quality documentaries and dramas on historical themes, and the availability of history courses for migrants."
      
      Rajan Venkataraman, Monash, ACT
      
      

    Complete Letters to the Editor in The Weekend Australian at http://www.theaustralian.news.com.au/index/0,,21223,00.html
    
    

  • Labor to write off HECS to up skills
    by Catherine Armitage, Higher education editor
    
    "Graduates in areas of skills shortages - such as rural nurses and doctors, and secondary school maths and science teachers - would have their HECS debts written off under a new Labor funding plan for higher education.

    "The plan, revealed by Labor leader Kim Beazley and deputy leader and education spokeswoman Jenny Macklin in Sydney yesterday, also offers bonus payments to universities for keeping Aborigines at their studies for more than one year.

    "Mr Beazley said Labor's proposals would correct the national shortage of scientists and engineers. He said HECS debts, at $13 billion nationally and rising, were deterring students from going to university, especially in those fields.

    "Labor promised "substantial investment" in the nation's universities, but declined to put a figure on the plan yesterday. Funding details would be spelled out before the next election, but would not compromise Labor's pledge to sustain budget surpluses, Mr Beazley said.

    "He said the Howard Government's failure to invest in a smart future for the nation was a massive failure.

    "John Howard wants us to compete with China and India on wages. We want to compete with Oxford and Harvard on ideas," Mr Beazley said.

    "The plan emphasises Labor's traditional concern for equity and access, but embraces the notion of elite research universities and "intellectual stars". It appears to accept the prospect of fewer student places at universities for the sake of achieving higher standards..."

    Full story in The Weekend Australian at http://www.theaustralian.news.com.au/story/0,20867,19869415-12332,00.html
    
    Similar story in The Melbourne Age
    
    Similar story in The Sydney Morning Herald follows...
    
    

• The Sydney Morning Herald
  
  
  • Uni plan to ease fees and unleash ideas: Labor
    by Harriet Alexander, Higher Education Reporter
    
    "A Labor government would end full-fee student places and increase university funding.

    "Universities and education groups welcomed Labor's plan for higher education, which was released yesterday by the Opposition Leader, Kim Beazley, and the education spokeswoman, Jenny Macklin.

    "The plan canvasses options to reduce the financial burden on students, including reducing HECS payments in disciplines with skills shortages, such as teaching and engineering, and partially waiving debts for graduates in those disciplines who work in regions with particular shortages.

    "More university places would be created in disciplines where there was an undersupply of graduates to the workforce, and the associate degree program - a qualification between vocational diplomas and undergraduate degrees - would be expanded.

    "The paper said it would give financial support to universities to mitigate the loss of student support services due to the abolition of compulsory student unionism.

    "Mr Beazley said investment in higher education was part of Labor's "economic message".

    "John Howard wants us to compete with China and India on wages, we want to compete with Harvard and Oxford on ideas," Mr Beazley said.

    "China and India are massively investing now in tertiary education generally, in training, in creating the scientists and engineers that they need, yet the very courses that we need to drive our economy face a situation of declining numbers.

    "We've got to be investing in the scientists, we've got to be investing in the engineers, but that's not being done..."
    
    Full story in The Sydney Morning Herald at link
    
    
    

• The New York Times
  
  
  • Feeling Strains, Baptist Colleges Cut Church Ties
    by Alan Finder
    
    "Georgetown, Kentucky — The request seemed simple enough to the Rev. Hershael W. York, then the president of the Kentucky Baptist Convention. He asked Georgetown College, a small Baptist liberal arts institution here, to consider hiring for its religion department someone who would teach a literal interpretation of the Bible.

    "But to William H. Crouch Jr., the president of Georgetown, it was among the last straws in a struggle that had involved issues like who could be on the board of trustees and whether the college encouraged enough freedom of inquiry to qualify for a chapter of Phi Beta Kappa.

    "Dr. Crouch and his trustees decided it was time to end the college’s 63-year affiliation with the religious denomination. “From my point of view, it was about academic freedom,’’ Dr. Crouch said. “I sat for 25 years and watched my denomination become much more narrow and, in terms of education, much more interested in indoctrination.’’

    "Georgetown is among a half-dozen colleges and universities whose ties with state Baptist conventions have been severed in the last four years, part of a broad realignment in which more than a dozen Southern Baptist universities, including Wake Forest and Furman, have ended affiliations over the last two decades. Georgetown’s parting was ultimately amicable. But many have been tense, even bitter..."
    
    Full story in The New York Times at http://www.nytimes.com/2006/07/22/education/22baptist.html [Requires free registration.]

    
    
    
    
• The Adelaide Advertiser
  
  
  • States unite in fight for power
    by Greg Kelton
    

    "State leaders have joined forces to establish a council to fight any attempts by the Commonwealth to reduce the power of the states.

    "Premier Mike Rann has been appointed inaugural chairman of the Council for the Australian Federation.

    "The council, the first in the nation's history, will meet two or three times a year in a bid to present a united front to the Commonwealth.

    "I think this is an historic step in Australian federalism," Mr Rann said.

    A $1 million-a-year secretariat will be established by the states and territories in Canberra to research issues and plan policy.
    
    "In the past, the states have been fairly unco-ordinated in their approach to federal-state issues and side deals have been done between the Commonwealth and individual states," Mr Rann said.

    "The Commonwealth has played the states for a break over the years."

    "The council plan grew out Mr Rann's meeting several years ago with Canadian premiers who have a similar arrangement.

    "He said the issues which needed examination by the states included health reform, deregulation, future environmental planning and the government reform agenda put forward at the last Council of Australian Governments meeting by Victorian Premier Steve Bracks. Mr Rann said the new council would:

    "FIND the best common position among states and territories on agreements with the Commonwealth.

    "REACH joint agreements on cross-jurisdictional issues.

    "DEVELOP better procedures for the states and territories to identify best-practice policy and programs.

    "ANTICIPATE future developments within the federal system.

    "Queensland Premier Peter Beattie said he hoped the council would help reduce the blame game between the federal and state governments.

    "People out there are sick to death of arguments between the Commonwealth and the states," Mr Beattie said.

    "This enables better state co-ordination in our position with the Commonwealth.

    "I think this will be a better operation of the federation. I think it will be great for Australia and for a little investment, we will get a better outcome for all Australians."
    

    Full story in The Adelaide Advertiser at link

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This page last updated 17 April, 2009 10:46 PM