Posts Tagged Gonski
The Federal Government commissioned David Gonski to conduct a comprehensive review of school funding in Australia – the final report was released in February 2012.
I wanted to post here the series of tweets that I sent out yesterday, when Peter Garrett was in Brisbane:
What comments would you make in relation to the Gonski recommendations?
Are you a public school supporter? A public school teacher?
What do you think it will take to close the gap?
The biggest review of schools funding in over 30 years is almost over.
I was number 5126 to join the For our Future website tonight.
Here’s what I wrote in my message to the Gonski review panel:
There can be no serious attempt to argue that the current education system in Australia is socially just. With the exercising of ‘choice’ in education increasingly being seen as a feature of responsible parenting the provision of education is becoming even more stratified.
Government policy has been instrumental in encouraging the allowance of parental ‘choice’, giving parents ability to seek the school that will provide the greatest level of ‘excellence’ for their child. A need to invest in excellence based on the manufactured concern about the decline in standards in public education has meant an increase in Government funding of private schools to enable more parents to have the option of ‘choosing’ a private education for their children. This has led to the creation of a dualistic, market oriented education system, where public and private schools compete for enrolments and for Government funding, and ideas about what an ‘excellent’ education really consists of are distorted in order to lure ‘consumers’.
Despite public perception, it is not my belief however that a private education is a ‘better’ education, or that education in specialist schools such as selective or performing arts schools is more beneficial to the students who attend them. In fact inequity in education is diminishing the educational experience of these students by creating schools that lack diversity and encouraging social reproduction. It is not just a matter of the ‘poor local public schools’ being at a disadvantage because of lack of resources, funding and staff, but ALL students being disadvantaged by a curriculum that is too narrow and largely exam driven, and which therefore cannot develop fully the talents and capacities of many students.
It is largely the marketisation of the education system that has resulted in competition between schools, which lowers the standard of educational experience for all. The idea that schools should be striving for ‘excellence’ and the threat of falling enrolments and possible school closure if schools do not demonstrate themselves as achieving this ‘excellence’, has led to a dramatic rise in focus on NAPLAN results and Year 12 exit credentials, and exaggerated interest in comparing schools’ performance. The result is a decrease in the ability of ALL schools to provide a holistic, democratic and inclusive curriculum that caters to the needs of individual students and values diversity.
It is for these reasons that I argue the need for a substantial increase in funding to public schools, as well as a radical reduction in the proportion of funds made available to non-government schools in future funding models.
I was taught in public schools, and I have been a public school teacher. There are many of us out there who are loyal to the democratic values of public education, and will not falter in our support of this system. Please invest in us – we won’t let you down.
Before it’s too late, join parents, teachers and principals from around Australia and send a final message to the head of the review, Mr David Gonski, about the importance of investing more in our public schools.
There’s a lot at stake over the next few months in the countdown to the Gonski panel’s final advice on schools funding. That advice, and the Government’s response, could determine the long-term future of schooling across Australia and, in particular, the nature and quality of public schooling in this country. (J.F. McMorrow ‘Real Reform in Schools Funding’ paper Sept. 2011)
A wealth of material is available to learn more about the Gonski review into schools funding, including the paper quoted above. The review is due for release in December, and while the (one month!) period for submitting formal responses has closed, there is one last opportunity to have a say on the issue of schools funding.
I have written before about the Gonski Review, but am sorry to admit that I did not enter a submission when they were called for earlier in the year.
As luck would have it, however, the Australian Education Union has organised a special website for people like me (and maybe you) to lodge their view:
It’s quick and easy to show your support for Public Education in Australia by signing the petition on the site. If you want to do more, you can join as a supporter to “tell us why investing more in public schools is so important”. Whichever you choose, you should do this TOMORROW, Tuesday 16th November, the National Day of Action for Public Education:
There has been very little public conversation about this issue in my circles – as Darcy Moore pointed out to Stephen Downes in October. I fear that many teachers that are passionate about Public Education are weary from years of arguing about equity, only to see nothing change. The approach of telling people how unfair things are just hasn’t worked so far. Explaining how big the funding gap really is hasn’t worked so far. Arguing that diverse student populations produce better educational outcomes than homogenous ones hasn’t worked so far. The idea that parents should be ‘free to choose’ is too appealing, and sounds too much like ‘common sense’. But, for those inclined to look beyond their own backyard, and to the society at large, it is clear to see the devastating impact that ‘school choice’ has had on the wider community. While we continue the charade of ‘meritocracy’, the current schools funding model has continued to deliver a system in which learning facilities and access to knowledge and social status can be bought by those with means. When that is the case, it’s hard not to enter the discourse of class wars, don’t you think?
This is not just about class wars, however. A summary of public views put forward collected by the Australian College of Educators observes that “Australia’s approach of providing funding as an entitlement to the independent sector is not the standard approach of most OECD countries”. And yet, this question of measuring Australia’s financial commitment to education against other OECD nations was seen to be largely absent from public debate.
As for me, I support a substantial increase in funding to public schools, and a narrowing of the resource gap between public and independent sectors. I do not support policies that position families with means as being entitled to more educational choice than others. Tonight I will be adding my voice to the For our Future website, and wishing for a future where the support, learning and success of all students is priority number one for politicians and citizens alike.
I hope you will join me.
I’ve been reading Darcy Moore’s series of posts about the Gonski Review, which recently concluded and posed this question:
How much data do we need to tell us that a well-educated, motivated teacher in an appropriately funded, resourced and supported school, freed from bureaucratic regulation, can give students what they need?
Darcy makes some excellent points about the resourcing of schools that is needed for a ‘high equity, high quality’ schooling system in Australia.
I want to add to these today simply by reminding people that Public schooling – the kind that is provided for free to all young people in Australia – is an institution that is particularly worth fighting for in this time of change.
While Public schooling often suffers at the hands of bureaucratic micro-management and ill-conceived Government initiatives, this is a scenario that can change.
What WILL NOT CHANGE, unless there is a drastic shift in the proportion of funding provided to Public schools (not just the amount), is the cultural hierarchy of schooling in Australia that sees greater choice and opportunity for those young people whose parents can afford it.
I went to a public school. There were never enough material resources, never enough flexibility…but I know other schools that had it worse.
I’ve seen the inside of the ELITE Private schools in NSW, Queensland and Victoria. There is no excuse for sustaining a system that provides some children with tennis courts, cricket pitches and drama theatres, when teachers at other local schools are penny-pinching to buy more whiteboard markers.
It is disturbing to see people speaking in hushed tones around the issue of the Gonski Review, seemingly frightened to suggest that IT’S NOT ALRIGHT for some families to buy their way into status and social advantage. And I don’t care to hear about people who “really are supporting a middle class family, working three jobs to afford the school fees”.
What gives a family the right to withdraw and segregate their children from the social fabric that others are relying on for the project of “diversity” to actually work?
Of course I will always be committed to working at University and through Professional Associations to help prepare and develop excellent English teachers to work in every school sector…but, as a school teacher, I will only ever work in the PUBLIC sector. I will not teach in other sectors; they can’t buy my labour. So, if you find yourself wondering whether Public schools really are worth fighting for, in this day and age, know this:
TEACHERS THAT ARE LOYAL TO PUBLIC SCHOOLS STILL EXIST.
PARENTS THAT BELIEVE IN PUBLIC SCHOOLS STILL EXIST.
STUDENTS THAT LOVE THEIR PUBLIC SCHOOL GRADUATE EVERY YEAR.
WE ALL VOTE.
…AND WE ARE ONLY GETTING MORE RESILIENT AND DETERMINED.
Mr. #Gonski please stop the over funded Elite schools from buying their way out of this! Please disincentivise social snobbery and segregation. Please implement a funding model that rewards families for supporting their local community school.