Education Systems

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50,000 children missing from school: Australia’s ‘hidden disaster’ revealed

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Oceania/ Australia/ 03.12.2019/ By: Fergus Hunter /Fuente: www.smh.com.au.

At least 50,000 Australian children are completely detached from formal education at any one time, a new report has found, challenging schools and governments to face up to a «hidden disaster» that is structurally entrenched and poorly understood.

The research from the University of Melbourne’s Graduate School of Education has sounded the alarm on children disappearing through «trap doors» in education systems that are failing to accommodate young people’s needs and embrace those who are struggling.

«Australia has a very serious educational problem that we seemingly do not want to acknowledge,» the researchers, Jim Watterston and Megan O’Connell, concluded. «It is an issue that needs to be brought out into the open and receive urgent attention.»

Through modelling based on internal education department data and statistics from multiple other sources, the report concluded 50,000 was a conservative estimate of the number of unaccounted school-age children who are completely disconnected from any form of education.

Some of the detached children may never have been enrolled in school while others fell out of the system along the way, having been expelled, dropped out, or moved home. The research emphasised this group of detached young people as distinct from students who are sporadically engaged at school.

«They’re not absent from school; they simply aren’t in one. We’ve allowed them to opt out and disappear through a range of different ‘trap doors’,» declared Dr Watterston, the dean of the Melbourne Graduate School of Education and a former teacher, principal and head of the Queensland and ACT education departments.

In the report – titled «Those who disappear: The Australian education problem nobody wants to talk about» – Dr Watterston and Ms O’Connell identified a number of drivers of detachment, including mental health issues, dysfunctional home lives, disabilities, behavioural disorders, bullying, and discrimination.

«These students either disappear or, worse still, are silently ushered out of the ‘back door’ by school leaders concerned about the reputational impact of these students on potentially lowered NAPLAN and ATAR scores or due to community concerns about their behaviour or ‘fit’,» the report found.

It lashed mainstream school systems for exhibiting hostility to students seen as problematic, who become «collateral damage» in a competitive school market focused on academic achievement.

The researchers have put forward a series of recommendations to tackle the issue. They called for a national approach led by the federal government, including early intervention and boosted support for accessible education programs and alternative environments to mainstream schools.

One student who has experienced disengagement and detachment from education, Eddie Wilkins, told The Age and The Sydney Morning Herald schools had failed to manage his personal circumstances.

Eddie, 16, has come from a difficult background and dealt with a number of behavioural issues. Having grown up in Bayswater in Melbourne’s east, he was excluded from the classroom for all of year 5, missed all of year 8 following surgery, only attended six hours a week in year 9 and was expelled in year 10.

«From my point of view, it was pretty unfair,» he said.

He said his teachers had been hostile to him because of his record and dismissive of his issues, including a sensory disorder that makes him sensitive to certain clothing.

«They’re pushing kids for better results – and I guess that’s a good thing – but the kids who aren’t getting good results are just ignored,» he said.

Eddie eventually ended up at Lynall Hall Community School in Richmond, an alternative setting that is significantly more accommodating to his needs. He is now more motivated to attend class.

«These kids exist right through the system,» said Dr Watterston. «It is time to take serious coordinated action to prevent our most vulnerable young people from falling through the cracks.

Source of the notice: https://www.smh.com.au/politics/federal/50-000-children-missing-from-school-australia-s-hidden-disaster-revealed-20191126-p53e5z.html

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Australia must fix school inequity to create a top education system

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Oceania/Australia/ 20.08.2019/ Source: www.abc.net.au.

About a year ago my life turned upside down, literally.

My wife and I, with our two school-aged children, moved to Sydney from Helsinki.

We soon realised that Australians do not walk upside down. But there were some things that we were not prepared for.

Ever since we arrived in our new hometown, people were curious to know how we chose a school for our sons.

For us it was no-brainer — the neighbourhood public school.

But most parents in our shoes, we’ve been told, would explore the vast school market in Sydney to find the best available school, and the best value for money, for their children.

Education is a human right

Where to find the best school for your children sounded like a strange question to us.

Back in our old home, just like most other Nordic countries, the best school for our children and everyone else’s is the local public school.

This privilege is not a lucky coincidence but the result of deliberate public policies that view education as a human right rather than a commodity.

Interestingly, in some countries parents can be quite confident that any public school is a good school. At the same time, in some other places finding a school for your child can be a major headache.

It doesn’t have to be this way.

It all starts from an understanding that the importance of education to a society can be judged not just by how much is spent on education but by how public money is invested to serve everyone’s individual needs and desires in as fair way as possible.

Rich countries vary greatly regarding how much of their national wealth is invested in schools.

Nordic countries typically cover about 99 per cent of their total education expenditure from taxpayers compared with 81 per cent in Australia.

Furthermore, in OECD countries, on average, four out of five children attend public schools.

In Australia it is three out of five children.

The relationship between funding and excellence

Again, this is not by accident. It is a result of the public view about the importance of education as a common good.

During my work for and with a number of senior politicians, I have learnt that a government’s budget is not just a financial document, it is also a moral one.

What policy-makers need to understand better is this: How schools are funded is a fundamental question for those wishing to achieve educational excellence in schools. Here is why.

About a decade ago the Organisation for Economic Cooperation and Development (OECD) discovered that the most successful school systems are those that combine excellence and equity in their education priorities.

Equity in education, as defined by David Gonski’s Review panel, is to «ensure that differences in educational outcomes are not the result of differences in wealth, income, power or possessions».

The OECD’s data from its PISA (Programme for International Student Assessment) studies since 2000 suggested that, indeed, those education systems that had established systematic mechanisms to finance schools based on schools’ socio-economic makeup and children’s educational needs tend to do better overall.

The OECD went even further in its policy advice to governments.

In its 2012 publication titled Quality and Equity in Education: Supporting disadvantaged students and schools, it stated:

«School choice advocates often argue that the introduction of market mechanisms in education allows equal access to high-quality schooling for all. Expanding school choice opportunities, it is said, would allow all students — including disadvantaged ones and the ones attending low performing schools — to opt for higher quality schools, as the introduction of choice in education can foster efficiency, spur innovation and raise quality overall. However, evidence does not support these perceptions, as choice and associated market mechanisms can enhance segregation.» (p64)

Instead of increasing school choice, the OECD suggests that governments should invest more systematically in equity in education.

For many OECD countries that has meant a faster, smarter, and fairer way to achieve educational excellence.

The OECD suggests that school choice should be managed to balance parental choice while limiting its negative impact on equity.

Competition between schools delivers bad outcomes

In this subject Australia has not been a very good pupil in the class of OECD countries.

And we should know better.

Parental choice is an idea that became commonly known as a consequence of Milton Friedman’s economic theories in the 1950s. Friedman stated that parents must be given the freedom to choose their children’s education and encourage competition among schools to better serve families’ diverse needs.

Friedman’s school choice theory has been tested in large- and small-scale settings around the world since then.

School voucher systems in Chile and Sweden, charter schools in the US, and academies in England, are examples of mechanisms to advance parental choice and private schools.

Results over the past half a century have not been what Friedman expected.

In 2013 the Grattan Institute in Australia concluded:

«By increasing competition, government policies have increased the effectiveness of many sectors of the economy. But school education is not one of them.» (p35)

Instead of asking schools to race against one another for better outcomes, state and federal strategies should introduce incentives that would encourage collaboration between schools and guarantee that all schools have sufficient resources to cope with inequalities that children bring with them to school every day.

So what do I think of Australian schools?

Now, after almost a year here, friends overseas ask my opinion about Australian schools.

I tell them that based on what I have seen here, we have one of the best education systems anywhere. World class.

Then, I pause and say: But only for some children.

I believe I am right.

Some of the most interesting and innovative schools I have ever visited are right here, throughout this magnificent land.

Teachers and principals are advanced professionals akin to their peers in Finland, Singapore, or any other country.

But, as I have noticed, and what was well reported in recent ABC reportage, this world-class educational excellence is very unevenly distributed around this country and its communities.

Frankly speaking, «Rich school, poor school: Australia’s great education divide» is a depressing read.

Having world-class schools is not the same as having a high-performing school system.

David Gonski’s Review Panel in its 2011 report got it to the point:

«Funding for schooling must not be seen simply as a financial matter. Rather, it is about investing to strengthen and secure Australia’s future. Investment and high expectations must go hand in hand. Every school must be appropriately resourced to support every child and every teacher must expect the most from every child.»

In other words, we need to fix current inequalities in and out of schools before educational excellence can truly be achieved.

It is that simple. The evidence is clear and so should be the road ahead.

Source of the notice: https://www.abc.net.au/news/2019-08-14/australia-must-fix-school-inequity-for-top-education-system/11412438

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Labour must be bold, and finally abolish private schools

Steven Longden

By: .

These schools are core to Britain’s inequality problem. Labour should emulate Finland and integrate them into state education

As a teacher of ethics, philosophy and religion at a Manchester comprehensive school, students often ask me why politicians allow 7% of children in this country to access exclusive schools that enable them to dominate the top professions – schools whose main entrance criteria is the size of parents’ bank accounts. These days, I usually answer, “because the politicians are wrong”.

I sometimes inform my students of the latest Sutton Trust reports which highlight that 65% of senior judges, 49% of armed forces officers, 44% of newspaper columnists and 29% of MPs are all privately educated. Being a good teacher, I integrate maths into my subject and get them to work out the extent to which private school students are disproportionately represented in these professions. You should see the disheartened looks on their faces.

I tell them not to lose hope and that there is something called “social mobility”, which means that if they work really hard, get to university and then work hard in their careers they might be lucky enough to get one of those remaining top jobs that haven’t gone to the privately educated. They don’t look convinced. The Social Mobility Commission wasn’t convinced back in 2017 either, which is why its commissioners resigned en masse a year and a half ago.

I’d hoped under Jeremy Corbyn that my party would have been up for finishing off what Clement Attlee failed to do after the second world war: phase out private schools. There was a welcome commitment in Labour’s last manifesto to add VAT to private school fees, but the impact of this will be minimal and certainly won’t hasten the demise of private schools.

Labour’s pledge to create a National Education Service is exciting. The party has published a National Education Service charter that commits it to “tackling structural, cultural and individual barriers which cause and perpetuate inequality”. Earlier this year, Corbyn quite rightly pledged to focus on promoting social justice rather than social mobility, but I was bemused by the silence on private schools. How, precisely, does one tackle structural inequalities in England without phasing out private schools? Are we serious about these inequalities or just tinkering?

In the past Labour has missed opportunities to integrate private schools into the state sector – we can’t let that happen again. That’s why we have launched the Labour Against Private Schools campaign. Our first goal is to make the full integration of private schools into the state education system official party policy, by getting a motion passed in support of this at Labour’s annual conference this September.

There are models of excellent education systems that exist without private schools. Finland is often held up as a system that consistently achieves some of the best educational outcomes across Europe and the OECD countries. In Finland, private schools were effectively brought into the comprehensive education system over the course of a decade. It is time England started to seriously plan a school system without private schools, so that in the future teachers like me can look their students in the eye and tell them that this country has removed one of the biggest barriers that the richest people erected to unfairly advantage their progeny.

So I am proud to tell my students that I am a founding member of the Labour Against Private Schools campaign, and that I will do everything I can to encourage the Labour leadership to commit to dismantling the private schools sector that continues to uphold gross levels of inequality in this country.

Source of the article: https://www.theguardian.com/commentisfree/2019/jul/09/labour-phase-out-private-schools-britain-inequality-finland

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UNHCR welcomes UNESCO report on refugee education, says more investment needed

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North America/ United States/ 26.11.2018/ Source: www.unhcr.org.

UNHCR, the UN Refugee Agency, today welcomed the release by UNESCO of a major global education report and in particular its focus on migration and displacement. With more than half the world’s 7.4 million refugee children denied schooling UNHCR’s Assistant High Commissioner for Protection, Volker Türk, said the report was a timely reminder that that commitment of the UN’s Sustainable Development Goals to leaving no one behind had to apply to families and children fleeing persecution and conflict too.

The report reinforces the importance of including migrants and forcibly displaced children and youth in national education systems as the only way to ensure inclusive and equitable education for all and contribute to stable and productive societies, in line with the Sustainable Development Goals.

Türk, who was speaking at the report launch in Berlin, said that with millions of refugees having to live in exile over many years – often far longer than a childhood – education was not only one of the most important ways to solve the world’s crises but also fundamental to responding effectively to any refugee emergency.

“The launch of the [Global Education Monitoring] report is very timely, coinciding with the development of two global compacts, one on migration and one on refugees,” he said. “Of all the latest data, one statistic for refugees stands out: Today there are 4 million refugee children out of school… We need to do more.”

UNESCO’s report says that an increasing number of governments are assuming education responsibilities for refugee children in their national education systems, but it also highlights continued obstacles – including refugee children being detained while their asylum applications are being processed, the concentration of refugees in remote camps, absent funding, neighborhood deprivation, the special needs that many refugee children have, and language difficulties.

UNHCR’s own findings on education for refugee children have acknowledged a similarly troubled picture. In a report issued in late August and entitled Refugee Education in Crisis UNHCR said less than two thirds of refugee children are getting to attend primary school, below a quarter in secondary school, and barely one in a hundred in higher education.

Türk said the adoption in 2016 of a New York Declaration on Refugees and Migrants and the forthcoming Global Compact on Refugees, under development for two years and expected to come before the UN General Assembly in mid-December, provided potential to fundamentally change the lives of refugees and host communities by promoting togetherness and inclusion, including in national education systems.

“Three main areas of focus are needed: First is systematic inclusion of refugees in national education systems and plans; second is financing authorities and hosting communities to support education for refugees; and third is ensuring the children and young people are learning,” he said. “It is everyone’s business to educate refugees. The private sector, humanitarian and development organizations as well as governments must come together to increase funding for education and design more innovative, flexible and sustainable solutions to support education for refugees and ensure quality learning for all children.”

Link of the document: http://unesdoc.unesco.org/images/0026/002658/265866E.pdf

Source of the notice: https://www.unhcr.org/news/press/2018/11/5bf410654/unhcr-welcomes-unesco-report-refugee-education-says-investment-needed.html

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Africa: Education Begins When You Can Ask Why!

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Por: africa.com/04-04-2018

I went to a bed-bug riddled school around Yaba (Yabatech) whose unofficial mandate is to make docile the crop of young people who are supposed to be movers and shakers of the community. But alas myself and an infinitesimally few others understood that the Nigerian education system is designed to bring out the corporate slaves in us, hence we educated ourselves beyond the four walls of the college.

Although earlier on throughout 2017, my political appointment as the National director of student affairs for KOWA party Nigeria,tilted my inclination towards researching into the education sector, unbeknownst to me that there is much work to be done and that the pragmatics of real changes begins with restructuring our model of education

My friend John Ashiekaa rekindled the fire when he advised me to take over my mother’s private school as the new administrator, considering that my youthfulness comes along with brilliant ideas and pragmatism that the school needed for her survival.

The last 3months has seen me code switching responsibilities as family head, school manager,business man, political appointee,and a couple of other things I would like to leave off records.

“In my time as the school manager I was able to see from the field, the impact the current education setup has on the challenges facing our immediate society.”

You would agree with me that every organized society today in any part of the world adopts an education model that is in resonance with the solution designed to solve future challenges that have been foreseen to affect the society from the concrete study of her past in relationship with current happenings.

I believe that every society should design her own model of education, ingenious to the people, extracted from the cultural system and lingua Franca with reverence to historical consciousness suitable to meet both her immediate need, and provide enough resources for the coming generation to fight a seemingly lesser and different battle.

The propaganda of our colonial education system is to keep us literate but uneducated enough to find it difficult to solve the smallest of our little problem. The education we have received has made us docile enough not to ask any questions but to rather follow instructions to letter.

Why is our education model not addressing our political, economical, and developmental challenges as a nation? Why have we not been able to ingeniously solve any of our problems? Why do we need to bring in foreigners to help with the smallest of technical work with the vast numbers of tertiary institutions around?

This questions are not far fetched, “our education system is designed to make us uneducated but sophisticated literates.”

Not until young Nigerians begin to ask “why” with the strong intent to know why, we might keep ruminating within the whims of our challenges till the next century. But if we begin to ask unusual questions we would get unusual answers that would lead us in the path of long lasting solutions to our problems.

But until we understand that education begins when you ask why, Nothing will change.

I hope you would start asking why!

Olakunle Olawole

Nat’nl Director, Directorate of student affairs, KOWA Party Nigeria.

*Fuente: https://www.africa.com/education-begins-can-ask/

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Analysis: How corrupt local officials kill decent education in Africa

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Africa/February 24, 2018/Author: Maty Konte/Independent

There’s no disputing that many African countries’ education systems are in trouble. Despite significant investment and some improvements linked to the push to achieve the Millennium Development Goals, children in large parts of Africa are simply not being well taught or learning what is needed as they progress through the school system.

A lot of the discussion around this problem centres on resources: people argue that teachers must be trained better. More money must be spent. This is, of course, correct.

And governance is sometimes discussed, though mostly only as it relates to central governments and their responsibilities. But the quality of local governance matters, too. Local governments – those at a regional, provincial level, district or village level – are closer to communities. They are more likely to understand particular populations’ needs. At a practical level, they are often in charge of providing or distributing goods and services. In education this would mean textbooks, furniture and repairs to classrooms.

This suggests that local governance can have a real effect – positive or negative – on the quality of learning resources in a community and, by association, on how children perform?

I set out to explore this effect by using a series of surveys conducted by Afrobarometer in 33 African countries. This is an independent and non-partisan research network which conducts nationally representative surveys in Africa measuring public attitudes on economic, political and social matters. More than 50,000 citizens have been interviewed in the selected surveys I used for this study.

My study showed a strong link between the quality of local governance and the quality of the educational resources in Africa’s public schools.

In fact, I found that corrupt behaviour by local government councilors increased the likelihood that schools would lack textbooks, have poor facilities and overcrowded classrooms, have poor quality of teaching, and would record high levels of teacher absenteeism. This finding stands no matter how much money a particular country’s central government had invested in education.

If Africa is serious about improving its schooling systems (and meeting the Sustainable Development Goal related to education), it must tackle corruption among local councilors.

What the data shows

My research was based on survey data Afrobarometer collected between 2005 and 2013. Some of the questions related to education; others to people’s perceptions of their local government councilors’ performance and ability.

Among the questions about education, interviewees were asked whether they had encountered the following challenges in their local public schools: expensive school fees; lack of textbooks or other learning supplies; poor teaching; teacher absenteeism; overcrowded classrooms; and facilities that were in poor condition.

Afrobarometer Round 5 (2011 – 2013)

For almost each of the items listed, more than 50% of the respondents had encountered the challenge in the question.

Most interviewees complained particularly about a lack of textbooks and teaching materials; poor teaching quality and teacher absenteeism. These are all key determinants of what students can achieve by the end of an academic year.

A crisis of corruption

Corruption, like low-quality education, is a real problem across Africa. In its 2017 Ibrahim Index of African Governance, the Mo Ibrahim Foundation warned that the level of corruption on the continent had risen between 2007 and 2016.

This is borne out by what interviewees told Afrobarometer in the surveys I studied. More than 80% of those surveyed on the subject said that at least some of their local government councilors were involved in corrupt activities. Less than 10% of those surveyed believed that their local councilors listened to their communities.

Afrobarometer Round 5 (2011 – 2013)

The study shows that a 1% increase in the measure of local government corruption is associated with an increase of about 0.4% to 0.9% in the percentage of people who face poor human or physical school resources in local public schools. This statistical evidence suggests tackling issues in local governance can help education systems in Africa.

And it matters because good local governance can ensure that textbooks and learning materials are available and that they reach the students at public schools. The behaviours and attitudes of local government councilor’s may affect the way public sector employees, like teachers, are hired and treated.

The performance of teachers in public schools depends on many factors, and their degree of accountability depends also on the degree of accountability and responsiveness of those in charge of the management of the schools that include local government councilors.

Taking action

Improving the quality of education systems will have huge benefits for Africa’s present and future generations. Part of this improvement must involve tackling people’s negative perceptions about their local councilors, whether those relate to corruption, effectiveness or responsiveness.

Central governance remains important. It should be coupled with careful plans and actions to fix local governance, make councilors more accountable and ensure they’re providing the services schools need to thrive.

Fuente: https://www.independent.co.ug/analysis-corrupt-local-officials-kill-decent-education-africa/

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Reino Unido: May admits education is failing children but offers no extra cash

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Por: theguardian.co/21-02-2018

Theresa May has admitted that the education system is failing to serve the “needs of every child” but immediately faced criticism as it emerged that plans to overhaul post-18 funding would be unlikely to result in more money from the Treasury.

Critics highlighted the government’s terms of reference for the review, which will be led by the former City financier Philip Augur and could result in lower fees for some courses and the return of maintenance grants.

It said the study would not be able to make recommendations linked to taxation and “must be consistent with the government’s fiscal policies to reduce the deficit and have debt falling as a percentage of GDP”

The shadow education secretary, Angela Rayner, said the wording suggested that students, colleges and universities would end up footing the bill.

“Funding for further education has been slashed and cuts in higher education have seen UK universities fall down global league tables, yet buried in the small print of the terms of reference it is made clear there will be no new money to support any recommendations, leaving it down to already cash-strapped colleges and universities to cover any extra costs,” she said.

The NUS president, Shakira Martin, said she was glad to hear the prime minister accept that the “current system is not fit for purpose” but added that she wanted ministers to commit to investing in the skills of the future.

“The prime minister is choosing to move the deckchairs around a ship she already acknowledges is sinking,” she said.

May used a speech at Derby college to launch the review. She insisted that tackling the divide between academic and technical education had been a driving force since she entered parliament in 1997, raising the issue with her maiden speech.

She criticised the fact that almost a quarter of students at Britain’s “research-intensive universities” come from the 7% of the population who attend private schools.

“And the professions which draw their recruits primarily from these institutions remain unrepresentative of the country as a whole, skewed in favour of a particular social class,” she said, arguing that the odds were stacked against a working-class boy from Derby who wanted to become a lawyer.

But May also said a privately educated middle-class girl who wanted to become a software developer by going straight into the industry faced the expectation of taking A-levels and entering a Russell Group university.

“Most politicians, most journalists, most political commentators took the academic route themselves, and will expect their children to do the same.”

She said poorer students were “bearing the highest levels of debt” in the current system, which she said was not good enough.

“We must have an education system at all levels which serves the needs of every child. And if we consider the experience which many young people have of our system as it is, it is clear that we do not have such a system today,” she said.

But she also insisted that the cost of universities must be shared between graduates and the taxpayer, claiming that Labour’s policy to scrap fees would mean tax rises for the majority who did not go to university. It would also mean universities would be competing with hospitals and schools for funding, and would entail reintroducing a cap on student numbers, she claimed.

Bill Rammell, the vice-chancellor of the University of Bedfordshire and a former higher education minister when variable fees were introduced in 2005, argued that raising fees to £9,000 and beyond went “too far in shifting the balance of responsibility for funding higher education between the state and the individual”.

He said the review was welcome but that it must ensure that universities will be compensated for any reduction in fee income. “Otherwise it will result in widespread job losses and a reduction in standards as universities scramble to balance their already stretched finances.”

The review could result in universities having to charge less for some courses based on their costs and potential graduate earnings, with hints that institutions could be expected to take a lower amount for humanities and social science courses.

However, the former education secretary Justine Greening warned that this could hit social mobility as higher fees could put poorer students off more lucrative courses.

May also spoke out against the number of university vice-chancellors who take part in the decision-making process on their own salaries, amid widespread concern about excessive pay levels.

The prime minister was asked about the issue after figures revealed that 95% of university leaders were either members of their remuneration committee or entitled to attend meetings.

The information, obtained under freedom of information laws by the University and College Union, showed just seven of 158 institutions surveyed said their vice-chancellors were in effect barred from attending.

Asked if she feared that this was fuelling soaring pay levels, May said: “One of the points I would make – that I know the universities minister, Sam Gyimah, also made – is we should be concerned when we see vice-chancellors sitting on remuneration committees which determine their pay.”

The comments came after universities were told they would have to justify any decisions to pay vice-chancellors more than 8.5 times the average salary.

Since you’re here …

… we have a small favour to ask. More people are reading the Guardian than ever but advertising revenues across the media are falling fast. And unlike many news organisations, we haven’t put up a paywall – we want to keep our journalism as open as we can. So you can see why we need to ask for your help. The Guardian’s independent, investigative journalism takes a lot of time, money and hard work to produce. But we do it because we believe our perspective matters – because it might well be your perspective, too.

I appreciate there not being a paywall: it is more democratic for the media to be available for all and not a commodity to be purchased by a few. I’m happy to make a contribution so others with less means still have access to information.

Fuente: https://www.theguardian.com/education/2018/feb/19/may-speaks-out-about-vice-chancellors-setting-their-own-pay

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