Education: A climate change?
On Monday a special Education Forum for independent schools was held in Canberra titled Independent Education: An Evolving Future. It was organised to celebrate excellence in education over 25 years for AHISA (Association of Heads of Independent Schools of Australia) and 40 years for ISCA (Independent Schools Council of Australia). Both organisations are strong advocates for the independent school sector, with AHISA being a professional association for principals of independent and private schools across Australia. All schools whose principals belong to AHISA are concerned with maintaining high standards of professional practice. They encourage the holistic development of young people, focusing on the development of the body, mind and spirit. Many AHISA schools are innovative, particularly in the area of the use of technology in education, and seriously address the changes in teaching and learning which come with a modern world.1
ISCA represents the interests of the independent school sector on a national basis, such as in relation to Commonwealth funding and representation on national policy making bodies. Its eight member State and Territory Associations of Independent Schools (ISQ in Queensland) represent a growing sector with 1,022 schools and 484,493 students.2
Keynote speakers at the Forum raised compelling issues surrounding predictions of future demographics and economic imperatives in Australia. Chris Richardson, Director of Access Economics, based his address on these assumptions:
Australia’s independent schools have often made the basic point that they save taxpayers money – that total Federal and State spending is less on a child at an independent school than at a public school. However, you may not have realised the potential second leg of this same argument– the willingness of parents to pay extra to invest in their children’s education also has revenue generating implications for governments (and hence taxpayers and the wider Australian community). That is because the tax system means a higher quality education provides an economic payoff for the nation as well as for individuals.3
The concept that a better educated population provides the foundation for a more prosperous nation is not new. Treasury secretary Ken Henry informed his staff in 2008 that “to increase output we need first to expand supply capacity — at least one of the three Ps — population, participation or productivity.” 4
Better education for all young people provides a significant future benefit to society generally, as well as individuals. Therefore, investment in education boosts productivity and participation, which, according to Richardson, equals a double pay-off. Government expenditure per student in independent schools was, on average, some 48 per cent of that for students attending government schools in 2007-2008 (latest data available).5 While ever independent schools provide choice for parents and a good education for their students—at a significantly reduced cost to governments than state schools—Australia is securing a cost-effective well-positioned future.
Bernard Salt’s keynote address outlined key demographic messages for independent school planning 2010-2020. He argued:
…that the next ten years will be very different to the last ten years in Australia and especially in terms of the education sector. The retirement of the baby boom generation of teachers will place additional strain on recruitment and retention of staff. More broadly Australia will become increasingly global and increasingly connected into Asia. This will have an impact on the curriculum and also the career interests of schools. Say goodbye to 20th century teaching we are now in a very different space.6
Perhaps the most salient point Salt made was about the predicted shortage of experienced and quality teachers and school leaders. In 2006, 34 per cent of secondary teachers in Australia were aged 50 and over. All schools should have a diversity of age in their staffs; young graduates provide a fresh approach with latest theory to engage young people in quality learning; mature, career teachers mentor and guide the new recruits with their experience and wisdom. However, schools also need strong leadership teams: middle managers (heads of department and heads of house), deans, deputy principals and principals. Already, the education sector is experiencing a tangible shortage of potential school leaders in the 35-45 age bracket—suitably qualified and dedicated teachers with a desire to contribute to the organisational management and leadership of schools.
While governments are now looking to establish leadership centres and professional development for potential leaders—such as with the recently launched QELI (Queensland Education Leadership Institute)—the sector will not benefit from these initiatives in the short term and schools, especially in regional and remote areas, will struggle with recruitment.
The themes emerging from these two keynote addresses are clear for Brisbane Girls Grammar School’s strategic planning: firstly, to ensure we continue to provide excellent 21st century-focussed and relevant educational opportunities for our young women; secondly, to actively encourage our ambitious younger staff to prepare for leadership in the future through good mentoring and access to quality professional development; and perhaps most importantly, encourage our students to consider teaching as a serious career option for the future. In this way, our School will meet its Aspiration to be respected internationally as a leader in the education of young women and professional teaching practice.
Dr A A Bell
1 AHISA Association of Heads of Independent Schools of Australia website. Retrieved 1 September 2010. http://www.ahisa.edu.au/about-us/
2 ISCA Independent Schools Council of Australia website. Retrieved 1 September 2010. http://www.isca.edu.au/
3 AHISA and ISCA Education Forum. Independent Education: An Evolving Future. 30 August 2010. Retrieved 1 September 2010. http://www.ahisa.edu.au/wp-content/uploads/2009/12/3544-AHISA_ISCA-Brochure-Online-Version110810.pdf
4 Leeson, R. (14 May 2008). Bring in the Chinese. The Australian. Retrieved 1 September 2010. http://www.theaustralian.com.au/news/bring-in-the-chinese/story-e6frg6q6-1111116328384
5 ISCA Independent Schools Council of Australia website. Retrieved 1 September 2010. http://www.isca.edu.au/
6 AHISA and ISCA Education Forum. Independent Education: An Evolving Future. 30 August 2010. Retrieved 1 September 2010. http://www.ahisa.edu.au/wp-content/uploads/2009/12/3544-AHISA_ISCA-Brochure-Online-Version110810.pdf