The Australia Project

Forwarded from National Education Workers (Cole the Sociologist)

PRODUCTIVITY COMMISSION National School Reform Agreement.pdf

4.66K views04:21

Forwarded from National Education Workers (Cole the Sociologist)

National School Reform Agreement
Study report
Productivity Commission 2022

As this is a 360 page report, released today, I have only read (disseminated) until page 44 (for now).

This report/review, commissioned by Josh Frydenberg (pursuant to Parts 2 and 4 of the Productivity Commission Act 1998) is largely a sophisticated articulation of what we already know with a few interwoven ‘recommendations’ insinuating the further introduction of digital identification.

It’s a bit “ya reckon?” and a lot of “should, should, should” (as in should have been implemented under Gonski and Gallop).

If you’ve read, either/or, the Gonski report or the Gallop inquiry (SEE: BELOW) – and their respective ‘findings’ and ‘recommendations’ – then you’ll note there is little new to be found here, despite the pretty pictures (graphs).

Gonski (amongst other things) confronted inequitable schooling processes, and resulting under-funding.

Gallop (amongst other things) identified the industrial barriers to educator efficacy and value.

Within the eight ‘National Policy Initiatives’ (N.P.I), and the unsynchronised ‘findings’ and ‘recommendations’, we find more of the concepts and language already delivered in both Gonski and Gallop.

Matters of lack of equity are, for example, here addressed under ‘Priority Equity Cohorts’.

Teacher ‘workload’, ‘attrition’, and ‘administrative burden’ are mentioned, even as their ‘recommendations’ state ‘small group interventions’ as a great idea without the teaching time or staff to fulfil them...

The ‘recommendations’ do not smoothly pace the ‘findings’, nor do they adequately address them (there some exceptions).

For example, finding 7.2 reads (with striking brevity):
Finding 7.2 Teachers work long hours, and their workload has increased.
Australian teacher workload is greater than the OECD average.
Australian teachers spend more time on non-teaching tasks, and less time on teaching tasks, than their international counterparts.
Teacher workload has increased over time.
Many teachers cite heavy workload as a reason for wanting to leave the profession.
(p. 42)

No dedicated recommendation immediately follows, though they do allude to ‘low value tasks’.

‘Vaccines’ do not score a mention (surprise, surprise), though the dwindling ‘Initial Teacher Enrolment’ (I.T.E) is positioned statistically, after “coming off an all time high in 2017” (p. 208).

Otherwise, the digital encroachment continues.

SEE BELOW:

Recommendation 3.1 (p. 33)
Parties to the National School Reform Agreement should fulfil their commitments to deliver the National Policy Initiatives.
Parties to the next school reform agreement should:
• set firm deadlines to complete the unique student identifier (USI) and the online formative assessment tool
• once the USI is established, consider opportunities to realise its full potential for informing education policy by linking the USI with other data sets and permitting additional uses beyond the agreed initial baseline.

"Beyond the initial baseline..."

To be continued...

Productivity Commission 2022, Review of the National School Reform Agreement, Study Report, Canberra..
Publication enquiries: Media, Publications and Web | phone 03 9653 2244 | email publications@pc.gov.au

https://www.pc.gov.au/inquiries/completed/school-agreement/report

NATIONAL EDUCATION WORKERS (N.E.W).
t.me/TheAustraliaProject
https://theaustraliaproject.org
Cole the Sociologist.
🔥🎓

www.pc.gov.au

Still lessons to be learned to improve student outcomes

The Productivity Commission’s Review of the National School Reform Agreement (NSRA) recommends redesigning the agreement to focus more attention on lifting students’ academic results and supporting students’ wellbeing.

👍15❤1😱1

4.92K views04:21