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A genuine revolution

By Chris Watt - posted Wednesday, 13 February 2008


But, and it is a big but, as the authoritative 2000 OECD Programme for International Student Assessment (PISA) found, while Australian students did extremely well in comparison with other OECD countries, the gap between those achieving at the highest levels and those at the lowest was among the largest. In other words, Australia did not do well on measures of equity.

Australia’s above OECD average achievements in each of scientific, reading and mathematical literacy are an indication of the commitment and dedication of this nation’s teachers and school staff, especially when measured against expenditure and resourcing.

Australia spends less on education and active labour market programs such as training than a majority of developed OECD countries. Moreover, compared to expenditure on education, training and research in North America, Western Europe, Singapore, Korea and China, Australia is going backwards. Our total spending on education was once well above the OECD average. Now it is below the OECD average and falling.

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Amazingly this has occurred against a background of an economy that has been expanding for at least a decade. Government has failed to properly invest in the nation’s educational infrastructure. For instance, despite the importance of early learning (for three to five-year-olds) - the foundation for everything that happens later - federally, a tiny 0.1 per cent of GDP is spent on early learning or one-fifth of the OECD average. A nation of our wealth and prosperity deserves a better deal on education.

Therefore reflecting on national and international achievement and expenditure, what improvements or challenges should “the revolution” be measured by?

At the very least the issues of Indigenous education; early learning and intervention; students with special needs; investment in teachers; and, underpinning all of these, the question of school resourcing, should be areas in which appropriate benchmarks measure the success or the progress of the revolution.

These would not be inconsistent with the Prime Minister’s statement of “a revolution in the quantum of our investment and a revolution in the quality of our education outcomes”.

Early childhood education

Extensive research has demonstrated the value of early childhood education. Specifically it shows that effective schooling cannot be developed in isolation, that early childhood education is important for subsequent success and schooling should build on the influential pre-school years.

We know that good quality early child care and education sets the right foundation for children's further development. Well trained, well resourced and well supported child care educators are central to this formula.

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The IEU (Independent Education Union of Australia) believes that early childhood education and child care services play a crucial role in supplementing parental care, promoting children's social, cognitive and personal development. This role is vital in enabling parents to participate in employment, education and training.

Consequently, the IEUA believes access to good quality and affordable care is a priority for families combining employment and family responsibilities.

This is certainly an area that has been identified in the “revolution” and will be one that provides an opportunity to measure an end point.

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About the Author

Chris Watt is the Federal Secretary of the Independent Education Union of Australia.

Other articles by this Author

All articles by Chris Watt

Creative Commons LicenseThis work is licensed under a Creative Commons License.

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