Rod Sawford (Port Adelaide, Australian Labor Party) Share this | Hansard source

I am pleased to support the comments of the member for Cowper in the tabling of the report of the House of Representatives Standing Committee on Education and Vocational Training entitled Top of the class: report of the inquiry into teacher education. I acknowledge the excellent work of the chair and the members of the committee. However, I want to particularly highlight the outstanding work of the secretariat, and it is good to see three of them here in the House today. The committee secretary, Jan Holmes, is to be congratulated on her professionalism, enthusiasm, strength and perseverance in putting together a most lucid and professional report. Well done, Janet.

The chair’s strength of listening, patience and preparedness to allow the report to evolve on the evidence available proved to be a solid foundation for what could be a watershed report for not only teacher education but also education generally. There is no doubt in my mind that, over the last 30 years, we as a nation have dropped the ball on many aspects of education. Technical and vocational education, literacy and numeracy in our primary schools, mathematics, science and physical education are examples; teacher education is another. Twenty-five reports in 20 years have sent many mixed messages.

We should be investing more in the basic foundation for any improvement in education in a very competitive world. There is no doubt that a dollar spent on teacher education provides a return on every other dollar this nation invests in education. If we cannot get teacher education right, we diminish every other initiative and every other expenditure in education. Education is a trinity. Firstly, it is a set of ideas. It is the impact of mind upon mind. Secondly, it is a process that should enhance the quality of relationships between teachers, children and parents. Thirdly, it is a program—and the quality and balance of the educational curriculum and pedagogy are crucial. All three depend on the quality of the teacher.

Thirty years ago, Australia was regarded internationally as a beacon for education in the world. We were  ‘top of the class’. It is time we regained that prominence. The implementation of the recommendations contained in this report would be very strong beginning points for not only teacher education but also education generally. The report recommends a national system of teacher accreditation. There is no doubt whatsoever that, with the internationalisation of education, Australia needs a national approach. Education debates in this country are more often than not non-productive. Claims and counterclaims made by so many are simply not substantiated. Teacher education is a case in point. As the chair pointed out, it is not in crisis; however, with wise investment it could be better. One glaring omission is the lack of evidential research and data underpinning education policy.

Three of the report’s 12 recommendations focus on research. Firstly, a longitudinal study should be commissioned into the effectiveness of different models of teacher education. Secondly, a specific education research fund should be established on a model similar to the National Health and Medical Research Council. Thirdly, the proposal by Teaching Australia to conduct a feasibility study into the establishment of a national clearing house for education research ought to be supported. In other words, let’s stop guessing. Let’s get serious about education, and let’s stop burdening teachers with every untested whim, fad or fashion.

Researchers Skillbeck and Connell tell us that selection for teaching should draw upon the wide cultural diversity of Australian society. In practice, this does not occur. Too many selected entrants for teacher education are increasingly middle-class, metropolitan and female. There is nothing intrinsically wrong with any of those attributes. However, it is desirable, as recommendation 4 states, that a teacher education diversity fund of $20 million be established to encourage more diversity in entry to teacher education: people from Indigenous, lower socioeconomic, non-English-speaking, cultural, rural and remote backgrounds, and males in primary education.

I have already mentioned that any investment in teacher education will have a return on every other dollar invested in education. The 12 recommendations to increase our investment in teacher education are modest and minimal and are in the national interest to return Australia’s reputation internationally to where it ought to be: ‘top of the class’.

Other recommendations tackle practices and partnerships, teacher induction and ongoing professional learning. Overall, the 12 recommendations provide a sensible and common-sense set of pathways to allow teacher education in Australia to be world class. The report is balanced and even and has a pluralistic approach. I commend the report to the House. (Time expired)

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